Participants In Educational Relations Research Articles

Model for evaluating the effectiveness of the educational activities of the class teacher

Introduction. The relevance of the research topic is due to the importance of the role of a class teacher in international educational practice. At the present stage, the institution of class leadership exists in the territory of the post-Soviet space, in China, France and a number of other countries. In the United States, a special structure has been formed – the dean’s office, which deals with issues of education. In many countries, there are positions of an educator, who is freed from educational work, attached to classes, as well as a mentor, tutor, who performs the function of the class teacher. In conditions of political tension, the activity of the class teacher acquires a leading character, creating the basis for the consolidation of society, ensuring national security on the basis of national and universal values. The class teacher provides pedagogical support for the educational process, cooperation with all participants in educational relations, is a key person in education. The personal development of students and the effectiveness of the educational system of the school largely depend on the activities of the class teacher. The ambiguity and multifunctionality of the activity of the class teacher require an objective evaluation of his/her work. The evaluation of the effectiveness of the educational activities of the class teacher is an integral part of diagnosing the quality of educational activities at school. In this regard, there is the need to develop a model for evaluating the effectiveness of the educational activities of the class teacher and the possibility of its implementation in the conditions of an educational organisation.Aim. The aim of the study is the theoretical and methodological substantiation, development and testing of a model for evaluating the effectiveness of the class teacher.Methodology and research methods. The study was based on the methodology of personality-oriented, system-activity, integrative, criteria-level, acmeological, competency-based and integrated approaches. Theoretical methods (theoretical analysis, generalisation and systematisation, modelling), empirical methods (questionnaires, the method of expert evaluations) were used as research methods. The study was carried out in 5 educational institutions of the Nizhny Novgorod region, which are the bases for the training of future teachers and class teachers of the Minin University (Nizhny Novgorod).Results. As a result, a structural-functional model for evaluating the effectiveness of the class teacher’s educational activities was developed and substantiated as a way of comprehensive diagnostics of his/her professional activities, improving the quality of interaction with all participants in educational relations. The model is presented in the unity of the target, content, procedural-organisational and result-evaluative components. The results of testing the developed model for evaluating the effectiveness of the class teacher are presented.Scientific novelty. The scientific novelty consists in the development of a structural and functional model of a complex-differentiated expert evaluation of the effectiveness of the class teacher, reflecting the multidimensionality of his/her activities and including value-targets, an integrative criteria matrix, evaluation procedure, diagnostic tools, evaluation trajectories and technology of their construction, a mechanism for calculating the results that determine the effectiveness of the educational activities of the class teacher. The designed expert evaluation model forms the basis for the development of a methodology for evaluating the effectiveness of the class teacher.Practical significance. The designed model for evaluating the effectiveness of the class teacher’s educational activities can be used in the practice of educational organisations to develop a system for encouraging the activities of the class teacher, supporting his/her professional growth, creating individual professional development trajectories, analytical conclusions and examinations.

DIDACTICS AND PEDAGOGICAL ANTHROPOLOGY OF DIGITAL EDUCATIONAL ENVIRONMENTS

In the context of the federal experiment on the development of digital educational environments (Decree Government of Russia N ), the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The aim of the study was to analyze the digital educational environments created in the regions participating in the federal experiment. Teachers and heads of educational organizations from the regions included in the federal experiment on the introduction of digital educational environments took part in the study. Teachers and leaders were participants in the monthly interregional webinar of the Russian Academy of Education “Digital Educational Environment for Human Development”. The participants of the webinar were offered a structured interview, which included  questions to assess the elements of digital educational environment, its opportunities for human development, individualization of education, self-determination in terms of choice, the possibilities of analyzing and refl ecting on personal educational results, the possibilities of productive interaction between participants in educational relations. As a result, a structural and functional analysis of digital educational environments in  regions is presented. Essential changes in the practice of pedagogical activity, ways to organize educational process and cognitive activity of students, ways to construct the interaction of participants in educational relations are revealed. The results are signifi cant for the development of the methodology of modern didactics, for the development of the theory and practice of expertise in education: the assessment of the developing functionality of digital educational environments. To evaluate the developmental functionality of digital educational environments, a special methodology is needed. The model of such methodology has been developed and is currently being tested.

Формирование профессиональной идентичности студентов педагогической магистратуры в условиях системно-модульной организации образовательного процесса

Current geopolitical situation and Russia's withdrawal from the Bologna process showed the urgent need to improve the national system of continuous pedagogical education, in which the master's program as the second level of higher education is focused on more in-depth, in comparison with the bachelor's degree, professional training of graduates, providing them with a high level of professional identity as the most important indicator of professional development. Due to a number of reasons (changes in master's degree standards, increased requirements for graduates with short terms of study and the lack of basic specialized education for many students, etc.), the quality of education in the master's program has significantly decreased, manifested in the absence of an increase in the educational level of students. Currently, to ensure the quality of teacher training in master’s studies, universities should find reserves in the organization of the learning process to develop professionalism among students, develop and implement flexible modular educational programs, their technological support, and build an effective system of interaction with employers. The purpose of the study: to develop a model for the formation of professional identity of students of pedagogical magistracy in the conditions of a system-modular organization of the educational process. The theoretical methods were an analytical review of scientific sources on the problem of professional identity, analysis and generalization of the results; pedagogical modeling. Based on the results of the theoretical analysis, the structural-content components of the professional identity of teachers are revealed as a complex, integrative, dynamic personal education that influences the professional development and success of the professional pedagogical activity. The method of pedagogical modeling led to the creation of a model for the formation of professional identity among master’s degree students in pedagogy with a system-modular organization of the educational process. The model makes it possible to form ideas about the formation of students' professional identity during the period of study in a pedagogical master's program as a systemic, dynamic, cyclical process of subject-subject pedagogical interaction between participants in educational relations.

Political Science Education in the Educational Environment of University: Valuable Semantic Foundations

Political science education over the past thirty years has become the most important element of the humanitarian sphere of the Russian university. At the same time, a discussion continues in the scientific and pedagogical community about the status of political science education in the professional training of specialists in demand for the country, masters and research teachers. One of the main questions postulated in the expert community is to determine the role of the science of politics in preventing the emergence of conflict situations in the educational space of the university on the basis of the "politicization" of the worldview positions of participants in educational relations. The transition in 2010 - 2020 to a competency-based model for the implementation of basic professional educational programs and the introduction of project technologies in the educational process led to a serious transformation of the architecture of education and upbringing at the university. The article presents arguments in favor of the author's hypothesis about the need to introduce programs of political and legal education at leading universities for all participants in the educational process. The author comes to the conclusion that the approbation of such programs will qualitatively update the content of the educational work of innovative teachers and methodologically strengthen the cultural component in the professional outlook of students. The educational component is also emphasized. The content of the programs should include didactic materials containing recommendations on how to quickly respond to typical conflict situations on the grounds of a mismatch of political orientations among the youth. The materials contained in the article are addressed to graduate students, young professionals and researchers of higher education.

Evaluation of the performance of the class teacher: the experience of Minin University

Introduction. The article summarizes the results of the first year of work on the implementation of the scientific project "Evaluation of the effectiveness of the class teacher (including the development of performance criteria)" (730000F.99.1.BV10AA00006). The research is aimed at developing theoretical and methodological foundations for evaluating the effectiveness of the activities of class teachers in a modern school. The relevance of the task is determined by the significantly increased public attention in recent years to the organization of the educational activities of the school and the lack of unified, generally recognized criteria for evaluating the effectiveness of the key figure in the educational process of the school: the class teacher. Materials and Methods. The theoretical and methodological basis of the study is a set of methodological approaches: system-activity approach (V. V. Davydov, A. N. Leontiev, S. L. Rubinshtein, D. B. Edkonin); acmeological (G. M. Derkach, V. N. Maksimova); personality-oriented (E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya); competence (A. V. Khutorskoy, I. A. Zimnyaya); criterion-level (I. A. Zimnyaya, N. B. Avalueva); task (V. I. Slobodchikov, G. A. Ignatieva); integrative, complex (A. P. Belyaeva). The following research methods were used: system analysis and synthesis, comparative and comparative, theoretical modeling, survey, method of expert assessments, study and generalization of pedagogical experience, methods of statistical processing of results. Results. The research team substantiated a structural-functional model for evaluating the effectiveness of the class teacher. On its basis, an integrative criterion matrix for evaluating the effectiveness of the class teacher was developed, including procedural, personal and productive blocks, each of which contains certain criteria and indicators. They are built taking into account the invariant areas of activity of the class teacher (activities for the education and socialization of the personality of the student, work with parents, with the class, with subject teachers, with social partners) and the corresponding analysis and evaluation technology. A method for evaluating the effectiveness of a class teacher's activity has been constructed as a way of a comprehensive diagnosis of his professional activity, the quality of interaction with all participants in educational relations and determining the degree of development of his professional and personal competencies. It includes an integrative criteria matrix, a class teacher's professiogram, procedural "packages", modern practice-oriented diagnostic tools. Practice-oriented tools of the assessment tool have been developed, which are part of the methodology, which provide objectivity, clarify the content of the assessment and significantly expand the possibilities for determining the effectiveness of the class teacher. These diagnostic tools are represented by checklists, graphic cases, questionnaires. The results of the study were tested, reviewed and discussed in seven constituent entities of the Russian Federation (St. Petersburg, Kaliningrad, Nizhny Novgorod, Moscow, Kirov, Ulyanovsk, Samara regions) online and offline in the context of determining their practical applicability. A positive response was received in the professional pedagogical community. Discussion and Conclusions. Theoretical and methodological foundations for assessing the effectiveness of class teachers have been developed on the basis of the above methodological approaches and a set of sound principles (openness, optimality and objectivity, consistency, criteria-based clarity, collegiality, a combination of expert assessment and self-assessment, etc.). The results of the study can be used in the mass practice of analyzing and evaluating the effectiveness of class teachers. In addition, they can be used in the professional training of future teachers at the undergraduate and graduate levels in the development of special courses on the organization of educational activities at school, as well as in the research work of graduate students studying the organization of educational activities of class teachers. The results of the study can be used in advanced training courses for teachers who perform the functions of class teachers, educational advisers, deputy directors of schools for educational work when designing additional professional educational programs on educational issues.

Dissemination of pedagogical practices to build the success of young teachers in Russia

The article deals with the requirements for a modern school teacher and emphasises that most of the teachers demonstrate an insufficiently high level of professional competence, which actualises the problem of teacher's success formation. The concepts of "professional competence", "criteria for evaluating best teaching practices", "innovative experience of a teacher", "best practices of a teacher" as a system of norms and principles necessary for a teacher to perform teaching, professional duties are analysed. It is noted that professional competence becomes a significant factor in the success of the teacher, leading to the formation of positive relationships between all participants of educational relations. Types of teachers' professional competence are described: social competence, individual competence, special competence, personal competence.

Hardiness and psychological safety of a teacher in an educational environment

Introduction. In the conditions of emerging psychological threats and risks of the educational environment, the development and formation of the hardiness of a teacher as one of the participants in educational relations becomes relevant. The study of professional hardiness in the system of psychological safety of a teacher and the justification of the means of its support are of particular relevance.Aim. The aim of the study was to identify the characteristics of the hardiness and psychological safety of teachers in the educational environment of the school.Methodology and research methods. The provisions on the social environment as a source of development, the provisions of resource and risk-resource approaches in psychology, theoretical and empirical approaches to the psychological safety of the educational environment were used as subject-scientific guidelines. Psychodiagnostic methods were used: “Psychological Safety of the Educational Environment of the School” (I. A. Baeva), “Hardiness Test” (by S. Maddi, Russian-language adaptation of D. A. Leontiev, E. I. Rasskazova), “The Index of Well-Being” (WHO-5) (Well-Being Index, WHO). The data obtained were processed using descriptive statistics, factor analysis (principal component method, Varimax rotation), correlation and regression analysis.Results and scientific novelty. The conducted research allowed authors to identify four factors of subjectively significant psychological threats to the teacher in the educational environment (social nature, intensity of work, interpersonal relations and digitalisation of education). The authors revealed direct interrelations of the teacher’s satisfaction with the significant characteristics of the educational environment, its reference significance, psychological security with well-being and hardiness; inverse relationships between threats of a public nature and the teacher’s well-being, resilience, psychological safety and reference significance. It was established that the main predictors of the teacher’s hardiness in the educational environment were its reference and subjectively significant threats of a public nature for the teacher.Practical significance. The identified factors of the threats, psychological predictors of hardiness allow us to outline approaches to the development and implementation of psychological and pedagogical programmes to support the hardiness of a teacher, as well as to the introduction into teacher training programmes of methods for teaching interpersonal communication skills, stress management and burnout prevention, contributing to teacher hardiness.

Features of the Blended Learning Technique in a General Educational Organization to Reduce Pedagogical Risks

Blended learning involves working in an electronic educational environment, which carries additional pedagogical risks for students. In this paper, we assessed the main pedagogical risks and proposed options for their elimination by improving the methodology of blended learning. The purpose of the article is to find solutions to improve the methods of blended learning to eliminate pedagogical risks that affect the health of the subjects of the educational process. Methodology. The methodological basis of this study was the assessment of the pedagogical results of the use of E-learning in the educational process, as well as the likely pedagogical risks. Methods of theoretical research, analysis of regulatory documents in force on the territory of Russia, in the field of education, as well as electromagnetic, informational, personal security were used. Conclusion: thus, when planning classes in the blended learning format, it is necessary to take into account pedagogical risks for participants in educational relations, which for the most part are not taken into account. There is a need to conduct research aimed at determining the maximum permissible level of EMF for children of different age groups and choosing the safest electronic learning tools. It is important to pay special attention to the expertise of digital educational content. Ideally, training should be carried out only on electronic educational platforms that have passed the examination of digital educational content for compliance with the requirements of the legislation of the Russian Federation.

The Potential of a Teacher’s Psychological Safety through Learners’ Evaluations

Introduction. An important role in ensuring the psychological safety of the educational environment belongs to the ability to measure it. Despite the numerous publications on the problem of ensuring psychological safety, there are practically no studies on measuring the indicator of safety in education. Such an integral indicator, according to the authors, may be the potential of a teacherʼs psychological safety. Therefore, the goal is to assess the potential of the teacherʼs psychological safety as an integral diagnostic indicator and to test the authorʼs questionnaire to measure it. Materials and Methods. To measure the potential of a teacher's psychological safety, the authors developed a questionnaire based on a structural model of potential. It is represented by three blocks, including the personal, professional and communicative qualities of the teacher. The potential was measured by the feedback method through student assessments. Results. The factorization of empirical data made it possible to determine the factor load of individual features in the structure of each of the three components of the teacher’s psychological safety potential. Analysis of the total variance made it possible to determine the central qualities of the potential: sincerity, confidence, persistence, the ability to conduct a lesson remotely, find a compromise in communication, organization of group communication, charm. And to the peripheral include: stress resistance, erudition, cheerfulness, enthusiasm, humor, integrity, artistry, dedication to the profession, objectivity in the assessment, attentiveness, interest, explains clearly, ease, self-control, tact, compliance. Discussion and Conclusion. The study conducted by the authors made it possible to argue the multidimensionality of the potential of the teacher’s psychological safety as an integral indicator of the safety of the educational environment. Understanding its component composition will make it possible to identify the resources of the teacher to ensure the psychological safety of schoolchildren. The data obtained allow us to outline the continuation of the study in the direction of studying the features in the structure of the components of the teacher’s potential, depending on the gender and age of schoolchildren, to determine the deficits of the student himself in the process of ensuring his psychological safety in various educational situations. This will help to specify the individual trajectory of psychological work in ensuring the safety of participants in educational relations.

Teachers’ and students’ attitudes towards feedback: Contradictions and development trends

Introduction. The study is based on one of the findings of J. Hattie’s meta-analysis, which proves the importance of feedback in the educational process as a critical factor affecting the quality of learning outcomes. However, the issue about the significance of this factor and its perception by education researchers and direct participants in educational relations (teachers and students) is still open to question. An objective answer to this question will develop practical steps to develop literacy in applying feedback in modern school education.Aim. Based on the data of a comprehensive empirical study, the present research is aimed to identify and analyse the value aspect of the attitude to feedback from teachers and students as an integral part of academic literacy.Methodology and research methods. To mark the general didactic boundaries of the theoretical discussion, the authors chose the feedback literacy model, which consists of four components: the acceptance of the value of feedback, the ability to make judgments, the control of emotions, and the ability to act on the basis of feedback. The comprehensive empirical research consisted of two stages in 2020–2021; it was conducted on representative samples of high school students and teachers from different regions of Russia. At the first stage, the authors studied value attitude to feedback among high school students. A representative group of high school students (n = 2710) took part in the cross-sectional research. The cross-sectional research outcomes were developed in a field experiment with school children from 16 to 18 years old (n = 137) trained according to the unified programme. At the second stage, a comparative research among teachers (n = 134) was carried out using the method of a written survey containing closed and open questions about teachers’ understanding of the feedback phenomenon and their attitude towards it. This survey also included the data obtained from the survey of school children at the first stage, aiming for their expert evaluation by teachers. Thus, teachers were motivated to display a reflective and expert position, making it possible to obtain a more holistic view of the research subject.Results. As a result of the present research, it was found that Russian teachers understand the concept of feedback quite fully, although such an understanding is more intuitive than mastered in practice. Marks for progress are perceived by teachers as low-quality, formalised feedback, and alternative methods (comments on the student’s work) as resource-consuming and, therefore, not applicable in daily practice.The research outcomes showed that adolescents perceive feedback more as the teacher’s prerogative and not as their opportunity to develop their learning ability. At the same time, modern school children want to receive feedback in the form of a detailed commentary, although they do not have experience with it. In the context of a positive encouragement of students to request feedback from a teacher, adolescents are ready to quickly change their scholarly communication with an adult to achieve better results.According to the results obtained, teachers consider students generally unable to interpret correctly unmarked feedback and formulate their request for it. Other external circumstances hindering the development of qualitative feedback practices include, in the opinion of teachers, the dominance of the point system of assessment in school; organisational and bureaucratic costs that limit the teacher’s search in the field of feedback methods; parents’ attitude towards formal (marking) results; the inability of students to objectively perceive feedback other than formal assessment.The results of the study demonstrate that teachers, on the whole, give a low rating to the readiness of school children to work with detailed feedback and to request it, linking this with the lack of formation of emotional, cognitive and communication skills in their students that they need to request, perceive and interpret full feedback.Scientific novelty. The study confirmed the relevance of the theoretical-empirical model “feedback literacy” for the school, although it was initially proposed for universities. The study compared for the first time the attitude to the concept of feedback on the part of different subjects of the educational process – students and teachers.Practical significance. Based on empirical data, deficiencies and contradictions in teachers’ ideas about the practice of feedback were identified, and the readiness of students to use feedback resources in student-centred (personalised) learning was assessed. Applying the feedback literacy model to the context of the modern Russian school has made it possible to identify the semantic, value and communicative deficiencies of quality feedback that arise at the initial stage of its development, which can be a demanded practical result for international educational practices.

Individual Educational Trajectories of a Bachelor of Nursing: the Experience of the Tyumen State Medical University

We present our experience in the formation of individual educational trajectories of bachelors of nursing at the Tyumen State Medical University within the framework of the requirements of the Federal State Educational Standard of Higher Education. Individualization of learning is achieved through the portfolio of disciplines of the educational program, formed by the participants in educational relations, namely, elective and optional disciplines. The organizational, managerial and psychological-pedagogical individual educational trajectories most demanded by bachelors are determined by the prospects for their employment and the possibilities of further education in the master's programWe present our experience in the formation of individual educational trajectories of bachelors of nursing at the Tyumen State Medical University within the framework of the requirements of the Federal State Educational Standard of Higher Education. Individualization of learning is achieved through the portfolio of disciplines of the educational program, formed by the participants in educational relations, namely, elective and optional disciplines. The organizational, managerial and psychological-pedagogical individual educational trajectories most demanded by bachelors are determined by the prospects for their employment and the possibilities of further education in the master's programWe present our experience in the formation of individual educational trajectories of bachelors of nursing at the Tyumen State Medical University within the framework of the requirements of the Federal State Educational Standard of Higher Education. Individualization of learning is achieved through the portfolio of disciplines of the educational program, formed by the participants in educational relations, namely, elective and optional disciplines. The organizational, managerial and psychological-pedagogical individual educational trajectories most demanded by bachelors are determined by the prospects for their employment and the possibilities of further education in the master's programWe present our experience in the formation of individual educational trajectories of bachelors of nursing at the Tyumen State Medical University within the framework of the requirements of the Federal State Educational Standard of Higher Education. Individualization of learning is achieved through the portfolio of disciplines of the educational program, formed by the participants in educational relations, namely, elective and optional disciplines. The organizational, managerial and psychological-pedagogical individual educational trajectories most demanded by bachelors are determined by the prospects for their employment and the possibilities of further education in the master's program.

Administration and Management in an Educational Institution

Based on the system-activity approach, the article presents an analysis of the interaction of administration and motivational management, which aims to effectively manage the implementation of state educational standards in the practice of educational institutions. The authors believe that ignoring the importance of management and emphasizing the priority of administration leads to the fact that the most common problem in educational organizations is working with personnel. The authors point out that these problems are of a motivational and organizational nature because they relate to the rejection of changes in the work organization, irresponsibility, incompetence, lack of initiative of participants in activities, internal organizational conflicts, and organizational inefficiency. In the article, the authors discuss the solution to such pressing problems as management vision, human factor, subjective-functional management, subordination, regulations, orders, instructions, etc. The article also notes that one of the most important tasks of management is the transformation of participants in educational relations into a community of like-minded people who will be interested in introducing a new state educational standard and motivated to achieve both personal and socially significant results. Thus, the article explains that in an educational organization, priority is given to personality-oriented management aimed at the individual. Therefore, management tasks and areas of interest are not only personnel who “decide everything”, but also persons involved in the activity and management of an educational organization, their interrelationships, worldviews, positions, abilities, solving problems of their activity, their subject of interest, socially reflexive competence, their Motivation and focus on achieving results. Keywords: value-semantic attitudes, motivation, management.

Отчуждение от учебной деятельности в условиях цифровой трансформации образования

The article reviews the scientific psychological and pedagogical literature on the issue of alienation from educational activities in the context of digital transformation of education. Alienation from educational activities (alienation of educational work) is understood as the process of a changed, disharmonious attitude of students (students, cadets) to educational activities, which is based on an unbalanced relationship with the subjects of the educational process (peers, teachers, the administration of an educational organization, significant others) and social distancing from the educational format as a whole. Alienation from educational activities can manifest itself in various symptoms in cognitive, behavioral, emotional terms: decreased motivation to study and gain knowledge and education, social passivity and apathy, the predominance of external motivation in studies (obtaining a diploma, not mastering knowledge in academic disciplines), decreased self-esteem and dissatisfaction with oneself and other participants in educational relations, a decrease in the quality of interpersonal relationships and an increase in social distance, a decrease in the level of claims, an increase in feelings of anxiety during training, denial of requirements and norms, Distance learning and digitalization of educational activities in a fairly operational format in recent years have allowed us to reveal additional features of alienation from educational activities. A sharp change in the educational format of educational activities and the educational environment led to a permanent experience of fears among students, anxiety about learning, dissatisfaction with the learning process, "slipping away" from learning, avoiding responsibility. In the context of prevention of alienation from educational activities, it is necessary for students to form the actual need for learning, to determine the semantic content of the content of academic disciplines, learning goals and values of participants in educational relations. One of the effective ways to overcome the alienation from the educational activities of students and their involvement in the educational process can be the systemically organized work of employees of educational organizations in the process of professional training of students both at the stage of adaptation to educational activities and in the future. In the conditions of digital transformation of education, all its participants need to adapt to the already established digital, information society, to information and communication technologies in order to actualize their personal and professional potential in order to fully engage in both educational and professional activities.

Pedagogical engineering: methodological outline of the project of the Minin University

Introduction. The design of the "School of Pedagogical Engineering and Engineering Thinking" at Minin University in partnership with high-tech enterprises of the Nizhny Novgorod region presents a methodological outline (outline of the "necessary future" of the university), showing the frame of a new subject of scientific and educational interaction between pedagogical education and the scientific and technological sphere of the region in the format of a unique educational and technological platform for the formation of scientific and technological elite of the Russian Federation in the digital economy. Aim: the purpose of the article is to present and scientifically substantiate the conceptual idea of the project about the creation of new organizational and managerial mechanisms of interaction between the sphere of continuous pedagogical advanced education and high-tech production, aimed at the formation of an engineering type of thinking and the relationship of education, science and production within the framework of spatial co[1]organization and scientific and educational collaboration of participants in educational relations in Technograd format, combining practice-oriented science and science-oriented practice of continuous pedagogical education, which makes the educational reality itself - pedagogical, organizational, managerial, scientific and technological as the subject of its research, analysis and transformation.Materials and Methods. The basis of scientific research and scientific and methodological support of the project of the school of pedagogical engineering and engineering thinking, created and implemented in the conditions of management of the development of the university of pedagogical profile is project methodology and philosophy (futurodesign), as well as project management experiment.Results. The project "School of Pedagogical Engineering and Engineering Thinking" has been developed, the ontology of which reveals the forms and principles of "unity" and unification of the educational and scientific-technological spheres of human existence and human activity. A new methodology has been designed to train a STEAM teacher with competencies in the implementation of interdisciplinary and meta–subject approaches, the use of technological solutions in the process of cognition and transformation of the world. The scientific novelty of the research results is characterized by the application of a transdisciplinary approach and the principles of project[1]network, scientific and educational collaboration to the creation of a new subject area of pedagogical science and educational practice "Pedagogical Engineering", providing an effective combination of fundamental and practice-oriented research, psychological and pedagogical knowledge and scientific and technological means of high-tech industries aimed at humanization educational processes and the pedagogy of society as a whole.Discussion and Conclusions. The practical significance of the research is determined by the fact that the developed project creates mechanisms and conditions for the network co-organization of organizational, managerial, scientific and methodological resources for the transformation of pedagogical education in the region, the implementation of the interdisciplinary direction of humanitarian and technological pedagogical education for the training of teachers - professionals of a new generation, and also represents the organizational and managerial mechanism of horizontal interaction of higher education and general education organizations with high-tech companies on the principle of "education – science – production – practice".

Детско-взрослая общность как ресурс воспитания детей с особыми проблемами

Introduction. Currently, the inclusion of children with any developmental disabilities in society is a priority direction of state policy in relation to these children. In the article, the child-adult community is considered as a resource for educating schoolchildren with special problems (deviant behavior, limited health opportunities). The purpose of the article is to reveal the educational potential of the child-adult community, its possibilities for the upbringing and development of children with special difficulties. Theoretical analysis. The article describes the reasons for the emergence of a community and its main characteristics. The formation of a child-adult community, of which a special child becomes a member, requires additional skills and abilities from the teacher: the ability not only to understand the difficulties of the child, but also to look for ways to overcome them; the formation in students, including children with special problems, a positive emotional attitude to school, their class and learning; the teacher’s ability to unite children around interesting and significant socio-cultural activities; the teacher’s ability to build any joint activity in the classroom through value-semantic positional interaction. Conclusions. The significance of the proposed approach in revealing the potential of the child-adult community in the development of the special child personality is defined. It is in this community where a valuable experience of communication and activity of all participants in educational relations is formed.

Creating the right environment for tackling disinformation in the classroom

Teacher’s Social Media Profile as Seen by Participants of Educational Relations A. Adaskina, I. Voronkova .............................................................................................................. Media-Communicative Occupational Guidance Based on the Platform of Online Game N. Anashkina, M. Shmatko, S. Anashkina …………………………………………………………………...….. Importance of Media Literacy for Political Communication in Russia: A Case of Student Community I. Bykov, M. Medvedeva ………………………………………………………………………………………………..… Russian Topic on Euronews and Media Manipulations A. Fedorov ……………………………………………………………………………………………………………………… Media Competence of Modern Students: Problems and Possibilities of Its Formation in the System of Higher Education E. Frolova, O. Rogach ……………………………………………………………………………………………………… A Course in Argumentation in Journalism in the Master’s Curriculum: Using Russian Popular Science Magazines as Case Studies V. Golubev, A. Teplyashina, E. Abramova, I. Ibragimov ……………………………………………………… COVID-19 Pandemic and Lockdown on Education: Proposing an ‘e-Pedagogy on the Go’ System as an Alternative e-Teaching and Learning Platform During and in the Post-Pandemic Era A.M. Ibrahim, S. Uba, A.M. Abubakar ………………………………………………………………………………. Media Crowdsourcing and Media Crowdfunding in the Digital Environment and Media Education Practices T. Kaminskaya, O. Erokhina ……………………………………………………………………………………………. Diasporic Identities and their Representation through Cinema: An Analysis of Diasporic Film through South Asian Cinemas S. Kayal, R. Saha …………………………………………………………………………………………………………….. Media Manipulation in the Modern French and Swiss Press A. Levitskaya ……………………………………………………………………………………………………………… Media Space as a Regulator of the Global Transformation of Communicative Interaction A. Shuneyko, O. Chibisova ………………………………………………………………………………………………. Analysis of Media Manipulation Influences as a Way to Develop Media Competence of Future Teachers (On COVID-19 Media Texts) M. Tselykh, A. Levitskaya ……………………………………………………………………………………………… Usage of Media Products by Teachers: Pedagogical Potential, Expertise and Implementation Yu. Tyunnikov, M. Maznichenko, I. Kazakov, Y. Yurchenko ……………………………………………… Cherkessk – Moscow – Hollywood – and Moscow Again... I. Dzhendubaev …………………………………………………………………………………………………………….. Why the Film In August 1944th (Moment of Truth), Filmed in 1975, Was Not Released On the Screen B. Krishtul ……………………………………………………………………………………………………………………

Teacher’s Social Media Profile as Seen by Participants of Educational Relations

Teacher’s Social Media Profile as Seen by Participants of Educational Relations

Inclusive Education in Modern Russia: Risks, Problems, Solutions (Review of the Periodical Press for 2021)

The article provides an overview of journals indexed in the register of the Higher Attestation Commission on modern research related to the problems of inclusive education. All articles are devoted to the main risks arising in the process of correctional and educational activities: insufficient subject and methodological competence of teachers to implement inclusive education, insufficient material and technical equipment of a general education organization to implement inclusive education, insufficient psychological readiness of participants in educational relations to implement inclusive education, insufficient methodological support for inclusive education. The purpose of the article: to review the periodicals of the main research areas conducted in 2021 on inclusive education. Methodology: The study uses a set of general theoretical methods: analysis, synthesis, actualization, systematization and abstraction. In conclusion, the main risks and problems that exist today in inclusive education are systematized, solutions to the presented problems are proposed.

Электронное обучение как современный формат образовательной деятельности

Based on the analysis of Russian literature, the article considers e-learning as a modern format of educational activity, as a modern pedagogical technology. The role of digital transformation of education is emphasized, which involves constant updating of the content of education and planned learning outcomes, methods, means and control of educational activities in a dynamically developing digital information and educational environment. The use of new types of educational activities based on the interpenetration of already traditional teaching models and modern digital technologies contributes to the quality training of students. Taking into account the prevailing factors, the most effective in this regard is the creation and use of educational e-courses, the active introduction of e-learning into the professional training of specialists. The implementation of educational activities based on e-learning is accompanied by a specially created information and educational environment, which takes over the provision of training through the use of information and communication technologies, network services for the development of educational programs. Electronic educational resources are presented in electronic form and include a certain structure, the main subject content and output data. Thanks to electronic resources, information interaction between participants in educational relations is ensured, the quality of formed competencies and the knowledge of information culture among students increases. The active introduction of e-learning requires not only the psychological and professional preparedness of all participants in the educational distance learning process, but also its theoretical development and methodological support. The development of e-learning stimulates the need for the formation of professional competencies among teachers for successful activities in the electronic information and educational environment. Electronic educational technologies make it possible to complement and expand existing forms of educational communication, and in this sense, the use of e-learning in education today is not only the use of information technologies and digital solutions in the interaction of the teacher and students, but also defines a new format of teaching.

Developing parents' readiness to help children with learning difficulties

The problem of helping a child with learning difficulties is one of the priorities of the federal projects "Modern School" and "The Success of Every Child" of the National Project "Education". A comprehensive solution to this problem is based on the concept of "resilient school", which implies coordinated actions of all participants in educational relations to compensate for social and pedagogical risks and achieve a high quality of education. Within the framework of this approach, one of the main problems hindering the achievement of this goal is the low readiness of a significant proportion of parents to help a child with learning difficulties. The reason for this is the insufficient level of development of parental competence in a significant proportion of parents. The mechanisms for the development of such readiness are proposed for consideration in this article. The methodological basis that determines the possibility of creating and implementing such mechanisms is the formation of andragogical competence of school teachers for productive pedagogical interaction (in the aspect of providing with psychological, pedagogical, methodological and advisory assistance) with parents, as important and obligatory participants in educational relations.