Educational Establishments Research Articles

Влияние онлайн-поведения подростков на функциональное состояние центральной нервной системы, возможности коррекции

Aim. A study of the relationship between indicators of central nervous system functioning in adolescents and various types of Internet use: adaptive (AIU), non-adaptive (NIU) and pathological (PIU). Design. Comparative clinical study. Materials and methods. The study included 202 adolescents aged 12 to 17 years old (median age: 14 [13; 15] years old), pupils from general educational establishments of Abakhan (Republic of Khakassia) with various online behaviours: 86 (42.6%) boys and 116 (57.4%) girls. The observation groups were formed on the basis of their online behaviour: 71 (35.1%) adolescents with adaptive Internet use, 107 (53.0%) — with non-adaptive Internet use, and 24 (11.9%) — with abnormal Internet use. The examination program involved the study of the following parameters and characteristics: type of online behaviour, quantitative parameters of the simple sensomotor reaction to visual stimulation and its integral characteristics (levels of CNS activation, accuracy, speed and stability of reactions). The functional state of the CNS (optimal, satisfactory, unsatisfactory) was assessed using the characteristics of the simple sensomotor reaction to visual stimulation using Psikhofiziolog computer appliance. Results. In adolescents with PIU, a tendency was revealed to deteriorate certain indicators of the sensorimotor test, which was manifested by a decrease in concentration and stability of attention (in terms of error-freeness and stability) and slower reactions (in terms of speed of action). The results of the study indicate the predominance of inhibition processes in the central nervous system, a state of fatigue, a decrease in mental performance and cognitive activity in adolescents with PIU. Conclusion. The data obtained prove the relevance of the problem of pathological Internet use and its impact on health in the ontogenetic period under study, and indicate the need for its further study in order to optimize preventive and corrective measures in the teenage population of Internet users. Keywords: teenager, online behavior, central nervous system, functional state, visual-motor reaction, correction.

Integrated Project Development through Combined Theory and Practices of Core Courses focusing on Software Development Skills: Integrated Learning Framework

The National Education Policy promotes moving from the conventional content-heavy and memorization learning practice towards holistic learning/integrated learning. It imparts a creative and multidisciplinary curriculum that focuses equally on curriculum and assessment. All educational establishments assess students using written examinations, quizzes, seminars, term paper writing, and course projects. A semester typically includes 4-5 courses, and students must earn credits for these courses by scoring a good Cumulative Grade Point Average (CGPA). As course projects offer depth knowledge/holistic learning/lifelong learning of a course for the student, many courses include course projects as one of the activities in the course. If all the courses are intended to include course projects as a mandatory pedagogy, it will be difficult for students to acquire in-depth knowledge and required skills while also dealing with stress. So we are proposing an integrated learning framework by applying the theory and practices of two core courses- Software Engineering and Web Technologies to develop a web application. This integrated learning focuses on developing software development and software testing skills in computer science for undergraduate students pursuing a bachelor of engineering degree. This framework alleviated the pressure on students during placement and created job opportunities in software development. The framework consists of three important phases- The first phase includes the identification of the problem as a need for customers, writing requirements and analyzing the same. Students apply modular design principles and break down the codebase into distinct modules. This technique enhances code organization, reusability, and maintainability. The second phase focused on developing the front end by harnessing the power of Angular, a leading web framework, to craft a sleek and interactive user interface. The backend is built using Node.js, which serves as the foundation, enabling the software system to cater to highperformance server environments. These modules communicated seamlessly through well-defined APIs, facilitating the integration of various components within the application, ultimately delivering a seamless and responsive user experience. An industry expert conducted a workshop on Angularsoftware testing workshop was conducted for students by industry experts to expose the students to designing test cases, test plans, and testing strategies. The hands-on experience on testing tools was provided during the workshop. Faculty reviews are conducted on each phase, and rubrics-based assessment is done on each phase. Approximately sixty teams created web-based applications for real-world scenarios. Positive aspects of the framework in feedback indicated that more than 87% of the students agreed that they could apply Software engineering principles and practices such as requirements management. modular design and testing in web applications. Also, more than 85% of students acquire skills from code-to-web design mastery by developing web applications in Angular Node.js and backend implementation. This framework helped to improve teamwork, presentation and communication skills. Confidence in software development improved to a greater extent. The design and implementation of the framework met the stated outcome of the courses. The student's academic performance improved by 10% compared to the previous year when students were not involved in the integrated project development. Keywords— Framework, learning, practices, project, skills, technology, testing, web

ГЕНЕЗИС МЕЖОРГАНИЗАЦИОННЫХ ИННОВАЦИЙ В КОНТЕКСТЕ РАЗВИТИЯ АКАДЕМИЧЕСКОГО ИНДУСТРИАЛЬНОГО ПАРТНЕРСТВА

Today higher education coexists in close relationship with the real economy under its needs. The generation of innovations by business and higher educational establishments is one of the most important factors in the economic development of the country. Academic industrial part-nership due to the obvious presence of the synergy effect of interorganizational engagement con-tributes to collaborative generation of innovations and their widespread application and implemen-tation. The “University”-“Business” cooperation model creates an academic industrial partnership en-vironment and also enables the synergy effect of interorganizational engagement. Thus, due to the relevance of the subject, it is proposed to distinguish interorganizational innovations as a different type of innovation. This approach requires the formulation of a definition of interorganizational in-novations and poses several questions to the researcher. What are interorganizational innovations? To what extent have interorganizational innovations been studied in Russian and foreign scientific literature? What are the characteristics of interorganizational innovations? Is it possible to manage interorganizational innovations? How to manage them? What place does interorganizational innova-tions occupy or can occupy in generally accepted classifications of innovation? The listed questions, some of which are answered in this article, determine the trajectory of further research. This study sequentially analyzes scientific works covering interorganizational innovations. The scientific nov-elty of this study is the complement of the existing theoretical approaches with the definitions of “interorganizational innovations”, “innovation management” in the context of interorganizational en-gagement as well as determining the trajectory of further research including finding the place of interorganizational innovations in the generally accepted and most relevant classifications proposed by relevant studies.

Effects of the National School Transportation Support Program on rural early childhood education establishments

Resumo Este estudo busca analisar os efeitos do Programa Nacional de Transporte Escolar (Pnate) sobre a quantidade de estabelecimentos de educação infantil no Brasil, bem como os efeitos heterogêneos para a região Nordeste. Para alcançar o objetivo proposto, foram utilizados dados de diversas fontes e como estratégia empírica o modelo de diferenças em diferenças escalonado proposto por Callaway e Sant’Anna (2021), que considera: múltiplos períodos; variação no tempo de tratamento e validade da suposição de tendências paralelas. Os resultados indicam que os municípios brasileiros que receberam o programa apresentaram uma redução na quantidade de estabelecimentos de educação infantil. Esse resultado é ainda maior para os municípios nordestinos, onde foi constatado o dobro do efeito observado para o Brasil.

The KAGEDU : Its History, Structure, and Domestic and International Academic Exchange Activities

This paper first examines the history and development of the Korean Association of General Education (hereafter KAGEDU, 2006), which represents the Korean liberal/general education community, in the context of its close relationship with the Korean Council for University General Education (hereafter KCUGE, 2001) and the Korea National Institute for General Education (hereafter KONIGE, 2011). It then examines in detail the number and characteristics of the KAGEDU's members as well as its constituent organizations, operating principles, and the interrelationships among them. Next, this paper finds that the KAGEDU’s <i>The Korean Journal of General Education</i> (hereafter KJrGE, 2007), a first-class academic journal recognized by the NRF (National Research Foundation) of Korea, is a unique national academic journal in Korea that encompasses all aspects of liberal/general education. It is an outstanding leader in terms of publication frequency, number of published articles, and influence index, dominating its field. As a result, the Journal serves as the best public platform for liberal/general education in Korea. This paper also deals with the main features of the KAGEDU's domestic academic activities (Spring and Fall National Conferences, LACs, Seminar 21, Publication of ‘Collected Works of Liberal Education Classics,’ and Selection of Excellent Books) and its activities for international academic exchange (holding international forums and conferences, Blue Waves Lectures, and Libeducols). In particular, it explains that the KAGEDU initiated the establishment of the Asian Liberal Education Network (ALEN) and the holding of the first Asian Liberal Education Conference (ALEC) in late 2023. According to this paper, the two academic events symbolize a very significant outcome of the joint Asian international academic exchange efforts that the KAGEDU, as the hub for liberal education in East Asia, has been leading since 2018. Finally, this article examines the challenges facing the KAGEDU in terms of the ambivalent effects of its relationship with the KCUGE and the KONIGE, its financial independence, modernization of its administration, its under-researched areas, and its need to nurture the next younger generation of scholars. Then, it proposes measures to promote international academic exchange including the establishment of a common Asian liberal education university/college.

“The Office for the study, the promotion and the application of the Montessori Method” (1920): Milan and the Humanitarian Society as a propulsive centre of Montessori pedagogy

“The Office for the study, the promotion and the application of the Montessori Method” was an international pedagogical institute founded in Milan in 1920 and it could be considered as the final result of the long-time collaboration between Maria Montessori and the Humanitarian Society of Milan. Thanks to the study of the correspondence between Montessori and Augusto Osimo, General Secretary of the Humanitarian Society, the author reconstructed the conditions and the projects that led to the birth of the Office, which unfortunately stopped his activity due to the premature death of Osimo. Examining the very significant letters preserved in the Historical Archive of the Humanitarian Society, it is possible to trace some research lines of Montessori that will be explored by her in the 1930s, in particular the education of adolescence: Montessori, in fact, thinks of Milan and of the Humanitarian Society to develop her method for secondary school. Furthermore, the analysis of the fruitful dialogue between Montessori and Osimo on teacher training allows us to shed new light on their partnership, providing us with an important interpretative key.

З історії участі волинських студентів у масових гімнастичних виступах

Topicality. Mass gymnastics performances are a powerful spectacle that can significantly influence a person, his or her spiritual world, in particular, the world of emotions, aesthetic tastes, ethical and worldview ideas. Students have always been participants in these mass sporting events held in Volyn, and studying the experience of the past will help to find new opportunities and forms of gymnastic performances of our time. The Purpose of the Work is to highlight information about the organization and content of students` mass gymnastic performances of Lesya Ukrainka Lutsk State Pedagogical Institute (LULSPI) in the 80s of the XXth century. Research Methods: analysis and generalization of scientific, methodical and special literature; analysis of materials from the State Archive of Volyn Region; interviews and conversations with teachers (former students of LULSPI) who were involved in the organization of mass gymnastic performances at that time; analysis of individual mass gymnastic performances` scenarios preserved on paper media. Results of the Reserch. Organizing and conducting various mass gymnastic performances and sports festivals is just one of the ways to increase the physical activity of citizens. The article collects and analyzes information about the experience of holding mass gymnastic performances at parades and sports festivals, in which students of all existing faculties, as well as boys and girls of the Faculty of Physical Education of LULSPI took part. Particular attention is paid to the organization of preparation and conducting of performances, their chronology is highlighted, scenarios of mass sports performances are presented (description of the performance, musical accompaniment, performance time, schemes of movement and rearrangements, thematic inscriptions) of 1980, 1982, 1983. Conclusions. Since 1970, Lutsk has established a tradition of holding artistic and sports festivals, which included mass gymnastic performances. These events were mainly dedicated to Victory Day. LULSPI students were their constant participants. They demonstrated the scenario of mass gymnastic performances developed by the teachers not only for the audience, but also acquired the appropriate motor and creative skills.

Sexual Harassment in Female Students at Tribhuvan University: A Narrative Inquiry Research

Background: Higher education establishments in Nepal also disclose information on sexual harassment incidents. Sexual harassment is a detrimental encroachment onto the educational domain that extends beyond scholarly discussions. It is an undesirable, offensive, and frequently menacing behaviour that jeopardises a student's well-being. Objectives: This study examines the experiences of female students at Tribhuvan University regarding sexual harassment in the classroom. It aims to assess the prevalence of sexual harassment and identify its various forms among female students. Methods: Adopting a qualitative narrative inquiry research design, we included teachers and students from the Central Department of Education, with information collected from selected female students until data saturation was reached. In-depth interviews were used as the primary data collection method, and both primary and secondary sources were qualitatively and descriptively analysed. Results: The findings reveal a disturbing reality where female students at Tribhuvan University faced sexual harassment from their classmates, teachers, and university staff. The study identifies three primary forms of sexual harassment: verbal, physical, and cyber sexual harassment. Cybersexual harassment emerges as the most prevalent form, significantly impacting the physical and mental well-being of the affected students. Conclusion: Sexual harassment occurs in Nepalese higher education institutions, although it is less common among female students who are able to voice their concerns in an articulate and natural way. Those who feel intimidated struggle to voice their opinions or live in fear of facing a higher risk. The detrimental effect of this type of sexual harassment on the personality development of female students is emphasised. Keywords: Girl student, Sexual harassment, Tribhuvan University, Forms of sexual harassment

The Concept of an Independent Curriculum According to Progressivism Theory

Education is the process of developing foundational skills that are essential for both mental and emotional intelligence. Teachers are currently facing challenges in implementing the curriculum for autonomous learning. The application of progressivism ideology to the concept of an independent learning curriculum is one possible answer to this problem. This study aims to investigate curricula for independent learning from a progressivist perspective. The library research method, which employs a philosophical hermeneutic approach and includes elements of description, interpretation, and comparison through reference studies related to the problem's theme, is the technique employed in this qualitative study in order to gain a thorough understanding of the findings. Content analysis is the method employed to examine and discover support for the notion demonstrating how the curriculum idea is separate from progressivism's philosophical tenets. A number of learning principles are extensively emphasized by progressivism, including: 1) the idea that students should be at the center of the educational process from the beginning to the conclusion; 2) Students act as engaged members of society; 3) the role of the instructor as a facilitator, offering guidance and instructions; 4) educational establishments aim to create a cooperative and democratic environment; and 5) students need to concentrate on problem solving rather than merely learning material. In opposition to progressivism's philosophical tenets, the Free Learning Curriculum aims to enhance Indonesia's human resource base, particularly during the industrial revolution 4.0.

Комарніцький О. Б. Федорчук В. М. Іван Вікторович Івах: людина, вчений-методист, менеджер вищої освіти: монографія. Кам'янець-Подільський,ТОВ «Друкарня «Рута»», 2023. 548 с.

The article reviews the monograph of Oleksandr Komarnitskyi and Viktor Fedorchuk, which comprehensively and comprehensively analyzes the life and work path, organizational, public, pedagogical and research activities of I.V. Ivakha, who worked at the Kamianets-Podilskyi State Pedagogical Institute in the positions of teacher, senior teacher, secretary of the party organization, deputy director, rector, head of the department, associate professor of the department in 1950-1989.

THE CONCEPTS OF QUALITY AND ACCOUNTABILITY IN GENERAL AND HIGHER EDUCATION

This article presents three measures of educational quality and six types of accountability, noting that these terms are complex and often contradictory. These terms are often used uncritically, with the result that educational policies following from them are misconceived or simply drift. For educational policies to be sound, they must be based on a clear use of terms and on a sound understanding of desired objectives. These objectives are matters both of stakeholders’ preferences and politics. The subjective and political nature of educational policies should be recognized, so that there can be formed an explicit basis for and consensus around appropriate educational objectives. The purpose of this article is to bring clarity to the common concepts of quality and accountability in education, so that educational policies may be better informed. The methodological basis of the research is the methods of comparative analysis of scientific research in the field of social and natural sciences, the authors of which investigated human, social and cultural capital. The educational establishments of all countries need from time to time to deeply re-examine certain operative concepts. In this regard, an informed consensus needs to be reached about the multidimensional and sometimes contradictory notions of quality and accountability. Habit and drift are not helpful to educational policy; instead, educational values and goals should be actively discussed and clarified in broad national discussions, comprising all major interested parties. A good educational system is ultimately a civic achievement, set within a community of informed and interested stakeholders.

Probabilistic Seismic Damage for Existing RC Buildings Used for Educational Purposes

The objective of this research is to evaluate the seismic vulnerability of a collection of 55 reinforced concrete educational establishments, comprising approximately 516 buildings, located within the urban area of Mostaganem. Among them, 328 constructions were built in compliance with Algerian seismic regulations (Date > 1980 = 328 constructions), while 188 constructions were constructed prior to the implementation of seismic design codes (Date < 1980 = 188 constructions). This classification corresponds to the introduction and enforcement of the regulations following a significant earthquake in Chlef (El Asnam) in 1980.Using the RISK-UE lm1 method, the vulnerability index was determined through visual inspections of each building. An on-site inventory form was utilized to identify the main sources of seismic vulnerability, considering factors such as building typology, structural system, code adherence, maintenance condition, number of floors, plan and elevation irregularities, soil characteristics, and more. This approach allowed for the prioritization of buildings based on their specific vulnerabilities. The results obtained from this methodology were integrated into a Geographic Information System (GIS) environment, enabling a comprehensive understanding of the seismic behavior of the structures and facilitating the estimation of seismic risk levels. This integration also supports simulations and efforts to implement concrete preventive measures aimed at strengthening existing educational buildings, thereby reducing the potential negative consequences of future earthquakes.

INTERACTION OF TARGET GROUPS AT THE INTERNATIONAL AND DOMESTIC LEVEL IN THE FIELD OF LEGAL SUPPORT OF ACCESS TO EDUCATION

In the article various interpretations of the concept of “target group” are considered, Kazakhstani legislation and international legal acts in the field of access to education are analyzed, the activities of target groups in this area at the international level and the possibility of creating similar analytical, monitoring groups in the Republic of Kazakhstan are studied. The research of the state of access to higher education of the population in the Republic of Kazakhstan, as well as the interaction of target groups at the international and domestic levels in the field of legal access to education is conducted. The first level of the target group is a number of monitoring permanent target groups both at the international and domestic levels to study the state, constant monitoring, professional analysis of problems in the field of education and science, including the accessibility of certain target groups to education at all its levels - from elementary to higher and postgraduate, as well as the development of proposals for improving legislation, programs in the educational field. The second level of target groups represents those categories, segments of the population, certain groups in respect of which it is necessary to take into account their needs and capabilities, develop optimal approaches to ensure their access to education, inclusive education, and their further implementation as a specialist and citizen. The article also analyzes the experience of foreign countries on the example of the UK, USA, Singapore, China in terms of the establishment and development of inclusive education. Based on the analysis, list of proposals for amendments and additions to the RK Law “On Education’ dated July 27, 2007, “On Public Councils” dated November 2, 2015 are formulated. According to the authors, it will serve to more effective interaction of state bodies and civil society on issues of ensuring public access to education.

Male Educators in Pre-School Education: Recognition or Anxiety?

Introduction. Some parts of the education system, especially the pre-school and primary phases, remain almost exclusively “female” professional niches, and for years this dramatic gender imbalance in the educational workforce worldwide has been considered “natural” and not worthy of research. The situation has begun to change in the last two decades, as more and more researchers internationally have begun to study various aspects of male participation in early childhood education and care. The Russian academic community has been slow to join the debate, and Russian publications on males in Early Childhood Education and Care are next to naught. Materials and Methods. The authors used a diverse pool of primary and secondary information sources, such as official statistics, open source publications (content analysis of the texts of the “Kindergarten Dads” project) and newly collected empirical data (survey of 142 students of the Institute of Pedagogy and Psychology of Education of the Moscow City Pedagogical University (2022 year) and the vision of the Institute’s director, Professor A. I. Savenkov), to explore the following questions: 1) How many male educators work in the pre-school sector and in what capacity? 2) How are male educators represented in public and professional discourses? 3) What strategies have been used to attract more men into the sector and how successful have they been? Results. Despite the limitations of the available statistical data, some general conclusions can be drawn: the proportion of male pre-school educators in Russia has always remained extremely low. A peculiar combination of references to classical masculinity and gender equality in the construction of the image of a male educator. Summarizing the main results of the study, perhaps the most important point to highlight is the complexity and heterogeneity of teacher traineesʼ perceptions of the profession, their future, and male teachers. Discussion and Conclusion. Overall, our statistical analysis suggests that while barriers to more men entering the pre-school teaching profession are still prevalent and continue to create obstacles, they may not be as insurmountable as hypothesised and can be reduced, if not overcome, through targeted educational policies. Our case studies show that to be successful, recruitment and retention strategies need to address a range of common and male-specific barriers. These include changing the social image of pre-school sector as a female domain, improving pay and career prospects for some, if not all, types of jobs in the sector.

DEVELOPMENT OF ASSESSMENT AND ANALYTICAL COMPETENCE OF PRIMARY CLASS TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article reveals the place of evaluative and analytical competence in the professional training of primary school teachers. The directions of previous research on the formation of the teacher's professional competence, in particular the development of evaluative and analytical competence, are indicated. It is noted that insufficient attention is paid to the development of assessment and analytical competence of primary school teachers in the process of professional training in institutions of higher education, so the topic needs to be studied. Examples of definitions of the evaluative and analytical competence of the teacher are given, the lack of a single approach to the interpretation of the defined concept is noted. The own definition of the assessment and analytical competence of the primary school teacher is formulated. An analysis of the professional standard was carried out for the professions «Teacher of primary classes of a general secondary education institution», «Teacher of a general secondary education institution», «Teacher of primary education (with a diploma of a junior specialist)», a study of the labor functions and professional competences of the teacher was carried out for the purpose of combining them with evaluative - analytical competence, on the basis of which the place of evaluative and analytical competence in the professional training of a teacher is determined. The analysis of the standard of higher education in the specialty 013 Primary education for the first (bachelor) level of higher education was carried out in relation to the implementation of issues of the development of evaluative and analytical competence of future teachers and educational and professional training programs for bachelors in the specialty 013 Primary education of ten pedagogical institutions of higher education of Ukraine, which occupy the highest positions in the consolidated rating of higher education institutions of Ukraine in 2023, on the subject of compliance with professional and educational standards and ensuring the formation of evaluative and analytical competence of graduates. According to the author, in most educational and professional programs, insufficient attention is paid to the development of the evaluation and analytical competence of future teachers, in particular the analytical component. The perspective of further research is the study of the Ukrainian and international experience of primary school teacher training and the development of recommendations for the development of the evaluative and analytical competence of future teachers in the process of their professional training in institutions of higher education.

SPATIAL EQUITY ANALYSIS OF EDUCATIONAL SERVICE. METHODOLOGICAL PROPOSAL BASED ON A TRANSPORT SUPPLY MODEL

This study evaluates the spatial equity of the educational service provided in the urban areas of Manizales and Villamaría based on the hypothesis that there is inequity in the provision of this service. Methodology involves GIS-based territorial accessibility analysis using average travel times from a network of transport infrastructures as well as the geographical location of all formal education establishments. This methodology is designed to be applied on different locations around the world. As the main results, the areas with mixed values concerning educational provision are in the lower strata, which directly correlates with low spatial educational equity rates.

Intercultural Bilingual Education in Chile: The Challenge of a Traditional Educator

The educational policy related to the intercultural, in its aspect of recognition of the indigenous population, continues to be rooted in a functional and assimilationist approach, in which intercultural education is developed without touching the structures of power-knowledge, generating a hegemony of school learning. In this context, an ethnographic research is carried out, which was implemented in a school located in the commune of Alto Biobío, in Chile. Individual and group interviews, participant observation, audio and image records were used, in order to understand the experience of a traditional educator in an educational establishment, within the framework of the Intercultural Bilingual Education Program. The educator's stories were analyzed from the phenomenological perspective of inhabiting and identifying those categories that show how the traditional Educator promotes the recognition and self-creation of her own, that is, of the Pewenche. Among the findings, it is established that the main processes that the educator mobilizes to inhabit the school are translation-articulation. However, these processes are not exempt from the epistemological challenges originating from the school structure. It is concluded that intercultural education depends on the pedagogical practice of going to the community's own places, trying to rescue the meaning that the community in its materiality has given to the various experiences. Among the recommendations, it is suggested to consider in the pedagogical reflections the translation and articulation processes that make up the practices proposed by the traditional educator, in addition to making these processes explicit and problematizing, since they are not only important in intercultural education initiatives, but in all practices pedagogical that tries to be relevant and culturally sustainable.

The Role of Principal Supervision in Improving Teacher Professionalism at SMAN 1 Batang Gansal Indragiri Hulu Regency Riau Province

Enhancing the professionality of educators is an essential component of guaranteeing the caliber of instruction in each and every educational establishment. The point of this research is to look at the professionalism of teachers at SMAN 1 Batang Gansal, to see how to improve the professionalism of teachers at SMAN 1 Batang Gansal, and to examine the contribution of principal supervision at SMAN 1 Batang Gansal, Indragiri Hulu Regency, Riau Province to teacher professionalism. The method that is being used is qualitative. Data is gathered from a variety of sources using techniques including classroom observations, document studies, and in-depth interviews. The research results reveal that in enhancing the professionalism of teachers at SMAN 1 Batang Gansal, various efforts can be made, such as pursuing higher education, attending training sessions, and organizing mentoring programs. Meanwhile, the principal of SMAN 1 Batang Gansal implements four supervision roles, namely coordinator, consultant, group leader, and evaluator. Additionally, the school principal also follows three stages in supervision: preparation, implementation, and reporting, as a systematic effort to enhance teachers' professionalism and consequently improve the quality of teaching.

THE USE OF FLIPPED CLASSROOM TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF ENGLISH IN PRIMARY SCHOOLS

The relevance of the study stems from the change in the educational paradigm from traditional to information and communication using various computer technologies as a result of the global pandemic and martial law in Ukraine. The organisation of the educational process has undergone significant adjustments and updates, in particular, the introduction of blended learning in primary schools. The article explores and clarifies the concepts of "distance learning" and "blended learning" based on the views of various national and foreign scholars. The authors of the article focus on one of the types of blended learning – the method of "flipped learning" or "flipped classroom".
 The history of this approach and its improvement by various innovative teachers are analysed. In the course of the study, the definition of the concept of "flipped learning" is clarified and it is found that there are different forms of organising this type of learning. It has been proved that the pedagogical phenomenon of the "flipped classroom" as a form of teaching English in primary school has not received sufficient coverage in the system of professional training of future primary school teachers of English, so this topic is relevant.
 The article analyses the content of the concept of professional competence of an English teacher in primary school and finds out that its information component is of particular importance. In accordance with the requirements of professional standards, a graduate of the pedagogical profile should possess and operate the necessary information and communication techniques, including: the ability to apply various means of communication, use non-standard forms and techniques in solving pedagogical tasks in the classroom in online/offline modes. On the example of the training of the Masters of the Institute of Pedagogy of Zhytomyr Ivan Franko State University in the speciality "Primary Education and English Language", examples of the use of the "flipped classroom" as a form of teaching various educational components were given: "Methods of teaching English in primary school", "Innovative technologies of teaching English", "Theory and practice of teaching a foreign language using information and communication technologies".

Деятельность Читинского государственного педагогического института в конце 1940-х – начале 1950-х годов в контексте образовательной политики СССР в сфере высшего образования

The study aims to present the specifics of the development of higher pedagogical education in Transbaikalia during the late 1940s and the early 1950s in the context of the Soviet higher education policy. The paper analyzes the main areas of work of the Chita State Pedagogical Institute against the background of the regulatory framework in force in the country at that time and specifies the difficulties that the university had to face in the post-war years. The scientific novelty lies in determining the main directions of the Soviet educational policy in the late 1940s and the early 1950s and the ways of its implementation in the higher education system as exemplified by the Chita State Pedagogical Institute by using the sources from the collections of the State Archive of the Trans-Baikal Territory introduced into scientific use and comparing them with the regulatory framework in the field of higher education existing at that time. As a result of the study, the main aspects of the development of higher pedagogical education in the Chita region during the post-war years have been highlighted, its specifics have been determined.