Cycle Of Education Research Articles

Implementing the Metacognitive Pedagogical Cycle: Effects on Listening Performance and Learners’ Perceptions

Implementing the Metacognitive Pedagogical Cycle: Effects on Listening Performance and Learners’ Perceptions

Developing adaptive teaching competence in preservice physical education teachers

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer teaching? and (b) what were the total numbers of missed content (MC) that PSTs had in their peer teaching? We used a descriptive-analytic study to evaluate teaching data from 22 PSTs. The course included different pedagogical strategies (e.g. discussing teaching scenarios, repeated teaching, and reflecting on teaching) to develop adaptive competence. A total of 85 teaching videos were analyzed using three coding variables (adaptations added, adaptation corrections, and MC) by comparing them with the PSTs’ lesson plans. The descriptive analyses showed that all PSTs were able to make substantive and consistent teaching adaptations across the five-week period. The amount of MC decreased across the five weeks. This study demonstrated that the pedagogical cycle designed to promote adaptive teaching competence was effective in helping PSTs make adaptations to their teaching. Simply providing PSTs opportunities to teach or teach repetitively is not sufficient to develop adaptive competence. Intentional integration of the pedagogical strategies is essential to equipping PSTs with effective teaching skills and knowledge, and helping them connect theory and practice with ongoing feedback and reflection.

ЗАСТОСУВАННЯ СМАРТ-КОМПЛЕКСІВ У ПІДГОТОВЦІ МАЙБУТНІХ ВЧИТЕЛІВ

The article revealed the features of smart education as a leading concept for the development of professional training of prospective teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment, were characterized. The main principles of smart education and the features of using smart technologies were defined. The authors substantiated the peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and the war in Ukraine. The functions of the smart system (site management system) and the smart complex in the process of studying the disciplines of the pedagogical cycle, their content and technological components were determined. The possibilities of smart complexes for students and teachers in the educational process of training prospective teachers were described. The criteria of smart complexes were singled out, among them: automation, sequence, assessment, real-time data collection, self-organization. The main advantages of smart complexes were determined, including: instant response to external changes, openness; expansion due to the integration of new functionality; easy access to educational material, mobility; ensuring compatibility between software for different operating systems; lack of dependence on time and place; constant updating of the content, the possibility of self-control and assessment of students’ knowledge. The authors considered the distance learning systems for creating smart complexes for studying the disciplines of the pedagogical cycle in the process of training prospective teachers. The results of the students’ survey on the use of smart complexes in the educational process were analyzed. Based on the obtained results, the advantages of smart education were determined: time saving, clarity, efficiency of use in distance learning conditions, etc., and the problems of using smart technologies in the educational process were described. The ways of further research work on the introduction of smart education into the educational process of pedagogical higher education were outlined.

МОДЕЛЬ ФОРМИРОВАНИЯ ДИАГНОСТИЧЕСКОЙ КОМПЕТЕНТНОСТИ БУДУЩИХ ПЕДАГОГОВ-ПСИХОЛОГОВ В СИСТЕМЕ УНИВЕРСИТЕТСКОГО ОБРАЗОВАНИЯ

Аnnotation. The article presents a model of the formation of diagnostic competence of future teachers-psychologists in the university education system when studying the disciplines of the psychological and pedagogical cycle, as well as a set of complementary approaches that determine the choice of structural components of the model. criteria, indicators, levels of formation of diagnostic competence of a teacher-psychologist are determined. the complex of psychological and pedagogical conditions ensuring the success of the model implementation is revealed. On the basis of theoretical research, the concept of diagnostic competence of a teacher-psychologist is clarified. Key words: formation, diagnostic competence, educational environment, university education.

The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy.

Research into metacognitive listening instruction under the Metacognitive Pedagogical Cycle (MPC) has been growing in recent decades, but its effects on L2 listening comprehension, metacognitive awareness, and self-efficacy remain inconclusive. In this mixed-method study, we developed a self-directed online listening practice based on the MPC and investigated its effects on 89 Chinese intermediate EFL learners over 14 weeks. Learners were assigned to either an experimental group, which used the online metacognitive listening practice, or a control group, which used the traditional listening practice without stressing metacognitive awareness. Multiple data sources (listening tests, questionnaires, reflective notes, and interviews) were used to assess learners' listening comprehension, metacognitive awareness, and listening self-efficacy. Results showed that online metacognitive listening practice significantly improved the learners' listening comprehension, but there was little evidence that it increased metacognitive awareness or listening self-efficacy. This study suggests that deploying online listening practice under MPC is a more effective way to improve L2 learners' listening comprehension than traditional listening practice. However, the task-setting of MPC and the task-dependence of self-efficacy may constrain the development of some factors of metacognitive awareness and self-efficacy.

The Impact of Questioning on the Interaction between Teachers And ESL Undergraduate Students at UAJ&K

The present research paper aims to analyze the effect of questions on fostering interaction in ESL undergraduate classrooms at the University of Azad Jammu and Kashmir. It aims to explore what types of questions teachers prefer to promote classroom interaction. Participants in the study consisted of fifty-four undergraduate linguistic students and their teachers at the University of Azad Jammu and Kashmir. The data was collected using non-participant observation and an adapted questionnaire. The open-ended and closed-ended questions asked in the classrooms were examined using Long and Sato's framework. The fostering interaction was analyzed using the pedagogical cycle of Sinclair and Coulthard, which consisted of questions from the teachers, responses by the students, and teacher feedback. Results showed an association between referential questions and the development of classroom interaction. Further study is recommended at the college and school levels.

Implementing a pedagogical cycle to support data modelling and statistical reasoning in years 1 and 2 through the Interdisciplinary Mathematics and Science (IMS) project

This paper illustrates how years 1 and 2 students were guided to engage in data modelling and statistical reasoning through interdisciplinary mathematics and science investigations drawn from an Australian 3-year longitudinal study: Interdisciplinary Mathematics and Science Learning (https://imslearning.org/). The project developed learning sequences for 12 inquiry-based investigations involving 35 teachers and cohorts of between 25 and 70 students across years 1 through 6. The research used a design-based methodology to develop, implement, and refine a 4-stage pedagogical cycle based on students’ problem posing, data generation, organisation, interpretation, and reasoning about data. Across the stages of the IMS cycle, students generated increasingly sophisticated representations of data and made decisions about whether these supported their explanations, claims about, and solutions to scientific problems. The teacher’s role in supporting students’ statistical reasoning was analysed across two learning sequences: Ecology in year 1 and Paper Helicopters in year 2 involving the same cohort of students. An explicit focus on data modelling and meta-representational practices enabled the year 1 students to form statistical ideas, such as distribution, sampling, and aggregation, and to construct a range of data representations. In year 2, students engaged in tasks that focused on ordering and aggregating data, measures of central tendency, inferential reasoning, and, in some cases, informal ideas of variability. The study explores how a representation-focused interdisciplinary pedagogy can support the development of data modelling and statistical thinking from an early age.

Motivation support оf professional development аnd social activity formation of junior bachelors of Kharkiv National Automobile аnd Highway University

Abstract. Problem. This study is devoted to the research of motivational support of professional development and social activity formation among junior bachelors with the aim of improving the quality of education of Kharkiv National Automobile аnd Highway University graduates. Goal. The aim of the study is to determine the factors that provide motivational support for professional development and social activity formation among junior bachelors of Kharkiv National Automobile and Highway University. Methodology. Nowadays there is still no clear definition of the concept of "quality of education" in scientific psychological and pedagogical literature, even without taking into account the fact that improving the quality of training of higher education graduates is the main task of higher education. Some methodologists, practitioners and theoreticians believe that the increase in the quality of education is possible due to the activation of the cognitive activity of education applicants, due to their active independent work, improvement of teaching methods of professional disciplines, involvement of education applicants in research work. The authors of the article consider the process of ensuring the quality of education by means of psychological support of the mass process, which is carried out through such disciplines of the humanitarian cycle as psychology, psychology of communication, psychology of management, conflictology and means of motivational support of the educational process, without which it is impossible to maintain the high cognitive activity of education applicants throughout the entire period of education. Results. The authors distinguish three types of professional motivation: dominant, situational and conformist, and calculate their ratio for a specific direction of training of education applicants, namely: junior bachelors in the educational and professional program "Technology of management of transport, logistics and information systems" of the initial level of higher education (short cycle ) in specialty 015.38 "Vocational education. (Transport)" field of knowledge 01 "Education". Originality. This scientific research can serve as a starting point for further studies of the impact of the disciplines of the psychological and pedagogical cycle on the quality of junior bachelor training, on the formation of motivational support for the educational process and their future social activity. Practical value. The practical value of this scientific investigation lies not only in the determination of the ways of further career and personal growth due to the determination of the professional orientation of one's further activities, but also in the rethinking of the significance and content of the disciplines of the psychological and pedagogical cycle as those that directly affect the motivational support of future educational activities of junior bachelor.

Smart education in the prospective teachers' training

The article reveals the features of smart education as a leading concept in the development of professional training of future teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment were characterized. The main principles of smart education and the ideas that formed the basis of this concept of education (mobile access, formation of new knowledge, creation of a smart environment) were defined. The features of smart education were substantiated. The peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and military events in Ukraine were revealed. The functions of the smart system (site management system) in the process of studying the disciplines of the pedagogical cycle, its content and technological components, and facilities of the smart complexes for students and teachers in the process of training future teachers were defined. The criteria of smart complexes (automation, sequencing, assessment, data collection in real time, self-organisation) were singled out. The distance learning systems for creating smart complexes in the process of training prospective teachers were considered. The results of students’ survey as for using smart complexes in the educational process were analyzed. Due to the results, the advantages and disadvantages of using smart technologies in educational process were determined. The ways of further research work regarding the introduction of smart education into the educational process were outlined.

ОСВІТНІ ТЕХНОЛОГІЇ У ВИКЛАДАЦЬКІЙ ПРАКТИЦІ – ВАЖЛИВИЙ ІНСТРУМЕНТ ЯКОСТІ ОСВІТИ У ВИЩІЙ ШКОЛІ

The article raises the question of the importance of using educational technologies (information, cooperative learning, modeling, projective, etc.) by teachers of higher schools, which are an important tool for the effectiveness of the educational process and its quality control. The contribution of domestic researchers to the study of the problem of using educational technologies is analyzed. The essence of the concepts "educational technology" and "pedagogical technology" is revealed. Educational technologies identify the general strategy for the development of education, a single educational space; their purpose is to forecast the development of education, its specific design and planning, prediction of results, as well as determination of standards corresponding to educational goals. Educational technologies are a broad concept that includes pedagogical technologies, which include educational, educational technologies and management technologies. Educational technologies are also socio-educational and information-communication technologies, which are end-to-end, cross all selected groups of technologies, are used in education, education (social education) and management. Attention is paid to determining the essence and features of the use of project technology in teaching practice, an example is given, the basic requirements for the organization of students' project activities and the teacher's role in this process are prescribed, and the conditions for the development of an educational project are defined. During the study of educational disciplines of the pedagogical cycle, teachers most often use informational, research, creative projects; in terms of content, they can be interdisciplinary, extracurricular and mono-subject; according to the method of implementation, projects are classified into individual and collective (pair, group). Project technology provides a transition from traditional educational technologies to a new type of learning, strengthens its developmental nature, provides for joint, justified, planned and conscious activities of partners.

Introvert EFL learners’ listening comprehension and metacognitive awareness: A mixed-method study

Listening is regarded as an essential skill for language learning, and metacognitive intervention has been utilized widely to facilitate this skill for learners in recent years. Besides metacognitive factors, the impact of personality traits such as introversion/extroversion has been emphasized in the field of language teaching. This study investigated the effect of the metacognitive intervention on upper-intermediate introvert English as a foreign language (EFL) learners’ listening comprehension and metacognitive awareness. Upper-intermediate introvert EFL learners ( N = 59) were randomly assigned to an experimental ( N = 29) and a control group ( N = 30). The experimental group received metacognitive intervention through a pedagogical cycle for eight sessions, while the control group followed their conventional approach without a pedagogical cycle. Participants in both groups took International English Language Testing System (IELTS) listening tests and completed a Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. Subsequently, 20 learners from the experimental group were randomly chosen and interviewed to decode their attitudes toward the intervention. Results suggested that metacognitive intervention led to a significant improvement in introvert EFL learners’ listening comprehension and metacognitive awareness. The results of the qualitative data analysis also revealed that the learners benefited from the metacognitive intervention in various areas, such as improvement in listening comprehension, becoming able to identify their strengths and weaknesses, decreasing anxiety, and increasing concentration, self-confidence, and motivation.

ПСИХОЛОГІЧНЕ ЗАБЕЗПЕЧЕННЯ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ВИКЛАДАЧІВ МУЗИЧНОГО МИСТЕЦТВА ПІД ЧАС НАВЧАННЯ У МАГІСТРАТУРІ (НА ПРИКЛАДІ ДИСЦИПЛІНИ «МУЗИЧНА ПСИХОЛОГІЯ»)

The article raises the issue of psychological professional training provision of future music art teachers during their master's studies at a pedagogical institution of higher education. The relevance of this problem is determined by the need for the disciplines of the psychological and pedagogical cycle in the general professional and creative training of masters, solving the main task – the training of highly qualified specialists in musical art who meet the standards and requirements of a modern specialist. The article proves the necessity of studying the discipline «Music Psychology» in preparing masters of education for the qualitative implementation towards the professional functions of a performer and musical art teacher in the system of general and additional music education. The author's approach to the content and teaching methods during the study of the specified discipline is highlighted. It is emphasized that the construction of the thematic material of the course is based on a dynamic approach, which most accurately reflects the specifics of the mental processes of an individual interacting with music. This approach is implemented through the sequence that is most often found in general psychology: the nature of sound, cognitive processes, the emotional and volitional sphere, individual characteristics of the personality, the specificity of artistic creativity. It is emphasized that the construction of the thematic material of the course is based on a dynamic approach, which most accurately reflects the specifics of the mental processes of an individual interacting with music. This approach is implemented through the sequence that is most often found in general psychology: the nature of sound, cognitive processes, the emotional and volitional sphere, individual characteristics of the personality, the specificity of artistic creativity. Attention is focused on the author's vision of the discipline content, supported by 15 years of experience in teaching the course «Psychology of Art» for students of art specialties of a pedagogical high educational institution. The article outlines a logical presentation of the course material aimed at making master's students about following the importance of psychological training at the university, forming their professional motivation. To reinforce the last day of the entrance questionnaire on the specified questions. The article presents the main issues about meaningful modules as indicative and sufficient for the formation of competencies and learning outcomes regarding education seekers, determined by the educational and professional program. Examples of exercises for use in practical classes are given in order to make master's students aware towards the specifics of the course and its differences from traditional psychological disciplines. Key words: music psychology, professional training of masters, cycle of professional training, entrance questionnaire, psychological and pedagogical disciplines.

ШЛЯХИ УДОСКОНАЛЕННЯ ПІЗНАВАЛЬНОЇ САМОСТІЙНОСТІ МАЙБУТНІХ УЧИТЕЛІВ

The article highlights one of the current problems of modern pedagogical science - the problem of improving the cognitive independence of future primary school teachers. Significance and possibility of solving the problem in the theoretical aspect of this study in domestic and foreign students. Understanding that cognitive independence is an important and necessary quality of a modern teacher, which provides professional and qualification potential of efficiency-pedagogical activity, based on activity and independence, creativity is realized by acquired knowledge in solving various professional. The article emphasizes that the formation of a certain quality can be carried out in the process of studying future teachers of disciplines of the pedagogical cycle, in particular the history of pedagogy. This science provides an opportunity for students in the process of learning pedagogical truths to think logically, to delve deeply into educational problems, which contributes to the formation of mechanisms for their self-realization, self-development, the pursuit of the creative search. The article underscores the fact that in the process of teaching this discipline the activities of students should be aimed at developing the ability to creatively apply the information and interpret it, productively using the experience gained in real-life situations. The article emphasizes that the formation of a certain quality can be carried out in the process of studying future teachers of disciplines of the pedagogical cycle, in particular the history of pedagogy. This science provides an opportunity for students in the process of learning pedagogical truths to think logically, to delve deeply into educational problems, which contributes to the formation of mechanisms for their self-realization, self-development, the pursuit of the creative search. The article underscores the fact that in the process of teaching this discipline the activities of students should be aimed at developing the ability to creatively apply the information and interpret it, productively using the experience gained in real-life situations. The authors propose to use interactive teaching methods when students study the history of pedagogy to improve cognitive independence. The special significance of discussion and game methods is characterized. It is determined that these methods provide activation of students' activities by revealing the truth through the comparison of different views in the context of solving pedagogical problems based on the time challenges of society of a certain historical period. It is emphasized that appropriately organized work of students creates conditions for independent search, provides intensive work of thought, creates favorable conditions for the development of the ability of future teachers to independently and comprehensively consider the subject. Key words: cognitive independence, teacher training, interactive learning, discussion methods, role play.

Learners’ Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle

Learners’ Listening Skill and Metacognitive Awareness through Metacognitive Strategy Instruction with Pedagogical Cycle

L2 listening: An intervention study of instructional approaches

AbstractThis intervention study was conducted to assess the effects of three instructional approaches to L2 listening. That is, a metacognitive pedagogical cycle, an awareness‐raising approach which combined reflections and short discussions of factors associated with successful L2 listening, and an approach that incorporated vocabulary as a prelistening activity and guiding questions during the listening session. This study embraces the need for intervention studies that identify what works best. It addresses methodological flaws in previous studies and concerns associated with long‐term effects. L2 listening was measured before and after the intervention at pretest, posttest, and delayed posttest. The overarching research question was concerned with whether or not there are significant differences in L2 listening between and within the groups. The results indicate that guiding learners through a process that develops metacognitive knowledge and regulatory skills is an effective way of teaching listening. The results also offer preliminary evidence of long‐term effects.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ПРОФИЛАКТИКИ РИСКОВАННОГО ПОВЕДЕНИЯ СТАРШЕКЛАССНИКОВ СРЕДСТВАМИ НРАВСТВЕННОГО ЗАКАЛИВАНИЯ

The relevance of the research topic is dictated by the concern of the state and society, scientists, teachers, practitioners, parents with the problems of growing up children, adolescents, youth, their physical, mental, social health in a situation of transformation of the country's socio-economic development, the results of which affected vital areas and social institutions. During periods of transformation of social relations and lifestyles, the younger generations, due to a lack of experience in orienting themselves in the changes taking place in the microsociety and the macroenvironment, very often find themselves in a group of social risk, become exposed to the influence of destructive factors, demonstrate various options for risky behavior. The purpose of the study is to identify and substantiate a set of pedagogical conditions and methodology for using the moral hardening of older students in the prevention of their risky behavior. Research objectives are to reveal the essence of the concept of “risk behavior” and to characterize its features in senior school age; to analyze modern approaches and methods to prevent risky behavior of minors; consider moral hardening from the position of a pedagogical means of preventing risky behavior of high school students; develop a set of preventive measures and the logic of their implementation to ensure the minimization of the causes and factors of risky behavior using moral hardening; to determine the effectiveness of the use of moral hardening as a means of preventing risky behavior of students. The practical significance of the study is determined by the fact that the theoretical material, empirical data, conclusions and generalizations can serve as the basis for the development of methodological recommendations, innovative technologies for preventive activities, enrichment with facts and methods of the disciplines of the psychological and pedagogical cycle in colleges and universities. Adapted diagnostic methods can be used in the development of preventive and monitoring programs in educational institutions of various types and kinds, in extracurricular activities, in the training and advanced training of class teachers, social teachers, educational psychologists, and life safety teachers.

INNOVATIONS IN GENERAL PEDAGOGICAL TRAINING OF FUTURE TEACHERS

Modern higher pedagogical education should be innovative in nature and provide teacher training that also meets the criteria of innovation. The article substantiates the need for updating approaches to the general pedagogical training of future teachers who are able to conduct innovative educational activities, solve complex pedagogical problems taking into account national and world experience, and master the art of teaching and educating others. This implementation is implemented through the transformation of the content of general pedagogical education, which aims to develop professional competencies in future teachers, namely: to develop and implement innovative teaching and learning methods, to organize the educational process using online learning tools, to be able to make effective decisions in conditions of uncertainty, and others . The innovative activity of the university is implemented, first of all, through the transformation of the content of pedagogical education and ensuring the high quality of its results. The teaching of the disciplines of the pedagogical cycle begins with the first year and goes through all stages of education according to a comprehensive end-to-end program. In the first year, the academic discipline «General pedagogy» is taught, which consists of two interrelated modules: «Theoretical foundations of pedagogy» and «Teaching and upbringing in a multicultural environment». In the second year of undergraduate training, the scientific and pedagogical staff of the department teaches students the practice-oriented discipline «Provider educational technologies» — this is a complex complex discipline that consists of four modules: Digital learning tools, Inclusive education, Leisure pedagogy, Practical pedagogy. In the master’s degree, the discipline «Innovative pedagogy» is taught. Innovativeness in the training of future teachers is realized thanks to the implementation of the principle of learning through research, digitalization of educational content, creation of creative spaces, expansion of academic mobility and cooperation. Innovative transformations of general pedagogical training of future teachers have a powerful potential

Using digital story writing as a pedagogy to develop AI literacy among primary students

Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further invited to participate in artefact-based interviews, and we further analysed their work to understand how they formulate AI understandings. It is found that the participating students were able to propose an authentic scenario, apply their new knowledge of AI and think up meaningful AI-driven solutions in their digital stories. Furthermore, we examined students' DSW process in terms of inquiry-based pedagogical cycle (orientation, conceptualization, investigation, conclusion, discussion) to demonstrate how they learn AI. Overall, DSW as an inquiry could effectively foster students' AI literacy in using and applying AI knowledge to solve real-life problems, far beyond merely knowing and understanding related concepts. We suggest that using DSW as a pedagogy has the potential to support students to scaffold students’ AI understanding, particularly for young children.

Gamification as a New Format of Projects Method in Blended Learning Conditions Studying Disciplines of the Pedagogical Cycle

The paper discusses the main issues of organizing the learning process based on the gamification. The publication analyzes the main provisions of the application of elements of gamification in the process of teaching students. The study proposes to consider gamification as a new format of the project method in the context of blended learning in the study of disciplines of the pedagogical cycle by students of humanitarian and natural specialties. We analyzed the main didactic Classcraft platform capabilities. Developed by students within the framework of the “Pedagogy” discipline a brief structure of the “Adventurers” quest was present. The algorithm of the students' work included following steps: choosing a project theme (name of the game); composition of the game (stages); development of the game as a digital product (elements); analysis of the implementation of the game as a digital product (difficulties and prospects); analysis of the results of joint digital project activities of students, indicating positive and negative aspects. We considered the positive aspects of using digital applications and platforms to improve teacher skills. The conclusions provide consolidated proposals for the use of gamification, such as: its implementation in the educational process is aimed at the development of intellectual, social, emotional, technological segments of the personal development of students; the use of gamification has a positive impact on the development of students and teachers soft skills and helps to improve their professional skills.

ОБЗОР НАУЧНО-ПОПУЛЯРНЫХ ИЗДАНИЙ ДЛЯ ПРЕПОДАВАНИЯ ЛИНГВИСТИЧЕСКИХ ДИСЦИПЛИН

Statement of the problem. The most important place in the school curriculum should belong to the teaching of the Russian language. This is explained by its constitutionally fixed status, cultural and historical role, and the function of a means of interethnic communication, and the fact that Russian is a native language for the majority of the population of the Russian Federation. Account of objective realities focuses on the training of qualified subject teachers (and not the graduates who are almost helpless in linguo-didactic terms, excessively loaded with information of the psychological and pedagogical cycle). There is no doubt that when teaching future Russian linguists at the university, officially approved textbooks and textbooks are used first of all, sometimes supplemented also by the results of teachers’ own research. However, with the growth of the pedagogical baggage, it becomes clear that it is not enough to limit oneself to a circle of well-tested specialized literature, since changes are constantly taking place in the life of society and in the living speech and new phenomena are emerging. Having been unchecked earlier, they are often overlooked by some teachers, but may be well known to students. Such an imbalance is unacceptable. The purpose of the article is to analyze the texts of popular science sources regarding the possibilities of using publications of this genre in the practice of teaching linguistic disciplines. Research results. Popular scientific publications, especially those written by truly outstanding researchers, can become a significant help in teaching practice. This article discusses a number of popular science books devoted to the Russian language. When assessing their advantages or disadvantages (that is, the degree of usefulness of their application in the educational process), the author refers to his own scientific and pedagogical experience.