Educational Establishments Research Articles

USING OF THE MODELS IN PRACTICE-ORIENTED EDUCATION DURING LEARNING OF PEDIATRIC DENTISTRY

Teachers of clinical departments of establishments of higher medical education are faced with the problem of practical training of students, and many methods have been proposed for its improvement.
 The purpose of the study was to consider the models of practice-oriented education that can be used
 during the teaching of pediatric therapeutic dentistry.
 One Minute Preceptor model is used by the teacher during a 1-5-minute conversation with the student to guide diagnostic and treatment processes; initially a student examines a patient, then presents the clinical case, after which the teacher manages his behavioral reactions.
 SNAPPS model (Summarize + Narrow + Analyze + Probe + Plan + Select) describes 6 stages of the clinical training. The model includes analysis of the medical history and examination methods, choice of the diagnoses for differential diagnostic, proper differential diagnosis, questions to the teacher about uncertainties, discussion of patient’s treatment plan and questions and sources related to the clinical case for independent processing.
 Within the framework of pattern recognition and reproduction model (standard cases), student talks about the main problem that worries the patient and offers his diagnosis based on key symptoms during 30 seconds. Teacher personally examines patient, makes a diagnosis or discusses why it cannot be made with certainty, and evaluates the student’s actions.
 All described models of practice-oriented learning improve the expression of reasoning without much impact on the time spent for case presentation. Pattern recognition and reproduction model is especially useful in dentistry to recognize widespread clinical cases. One Minute Preceptor model, which involves the initiative and mentoring role of the teacher, fits well for beginners, while SNAPPS model, that focused on independent work of students, for strong students.

Pedagogical control of the training process of football players in the conditions of an institution of higher education

The article discusses some aspects of the pedagogical control of training process of football players. In particular we studied the content of the training process and the dynamics of indicators which characterize specific speed and coordination, and power-speed abilities of football players of higher education establishment due to the implementation during the preparatory period of annual macrocycle experimental program of special physical training. The purpose of the study is to control the training process, as well as the functional and physical fitness of football players of the student team of the Kyiv National University of Technology and Design in order to identify a rational ratio of physical training during the preparatory period. Research methods: theoretical analysis and generalization of scientific and methodological and special literature, pedagogical observation, timing, functional diagnostics, pedagogical testing, methods of mathematical statistics. Analysis of the results indicates the presence of reserves for development of physical qualities that determine the effectiveness of competitive activity in football, which determines the need to increase the share of means of high-speed qualities and endurance in the preparatory period of the annual training cycle of football players.

Integration of Digital Twins Technologies in Education for Experiential learning: Benefits and Challenges

In order to provide an immersive and engaging learning environment, digital twins in education are virtual representations of real-world items, settings, or people. From elementary to secondary school to higher education establishments, digital twins can be employed in a variety of educational contexts. For instance, students can imitate scientific experiments that would be hard to execute in the classroom owing to safety issues or a lack of resources, by using digital twins to create virtual versions of the investigations. With the help of digital twins, educators may even plan virtual field trips that let learners travel the globe without ever leaving the classroom. For instance, students might be able to study history, tour of Taj Mahal in Agra in-depth, and even engage with historical personalities through a digital duplicate of the wall. Students can communicate with lecturers or subject matter experts virtually by using digital duplicates to build virtual versions of them. In remote learning environments, where students do not have access to actual classrooms or in-person instructors, this can be especially helpful. This research study discusses the advantages of using digital twin technologies extensively in the educational system, as well as the technological, social, and ethical constraints.

A Cacophony of Classifications: Education and Identification in a Prenational Empire

Abstract The article seeks to fill a gap in existing scholarship on explicit and implicit linguistic, ethnic, and national classifications in Habsburg schools and their effects. It attempts to reconstruct the classifications that appeared in textbooks and other teaching materials as well as in daily practice, pupils’ exposure to them, and their engagement with these categories. Temporally, the study begins with the establishment of compulsory education (1774) and ends in the revolutionary period of 1848–49 and focuses on the Slavophone population of the Habsburg crownlands Carniola, Carinthia, Styria, and the Austrian Littoral. Our research suggests that systematic and uniform classification schemes were not yet in place in the school environment in the period under review. As a result, the influence of classificatory systems on identifications was limited. If anything, the schools inadvertently reproduced existing local and provincial identifications while the students’ limited internalization of emerging transregional identifications only happened through their personal relationships with a few teachers and peers. The transition from familiarization with emerging transregional ethnolinguistic identifications through personal networks to the systemic (and often completely unintentional) reproduction of nationalist ideology happened only after 1848.

CLASS AND CLASS CONSCIOUSNESS ACCORDING TO E. P. THOMPSON

ABSTRACTIn this article, I extract a theory of class from E. P. Thompson's historical works of the 1960s and 1970s, focusing especially on his 1963 magnum opus The Making of the English Working Class, the articles later collected in the 1991 volume Customs in Common: Studies in Traditional Popular Culture, and the essays “The Peculiarities of the English” and “Eighteenth‐Century English Society: Class Struggle without Class?” In the first section, I argue, following Ellen Meiksins Wood, that Thompson developed a genuinely historical materialist theory of class formation as a “structured process” that moves from class struggle to class consciousness, a theory that complicates the frequent description of Thompson as a “voluntarist.” In the second section, I take a more critical position toward Thompson's understanding of class, discussing a tension between this notion of class as structured process and his numerous invocations of class as a form of “lived experience” whose diversity and unpredictability exceed theorization. This tension aside, Thompson claims that, in the case of the nineteenth‐century English working class, to which he dedicated so much research, lived experience coincided with the more general structured process he posits. In the third section, therefore, I more fully elaborate on this specific process of class formation as Thompson portrays it, identifying and discussing three intertwined threads: (1) a movement from a past‐oriented defense of traditional institutions to a future‐oriented demand for reforms, (2) the development of oppositional, class‐specific pedagogical institutions and practices, and (3) the creation of a distinct class culture (which Thompson closely aligns with the achievement of class consciousness) that is aware both of itself and of its antagonism with other classes.

ASYNCHRONOUS AND SYNCHRONOUS СONTENT OF BLENDED LEARNING FOR PROSPECTIVE ENGLISH UNIVERSITY TEACHERS

The architecture of blended learning (BL) in the training of prospective English teachers in higher education establishments was illuminated, particularly emphasizing the synchronous and asynchronous content and learning modes, which are an integral basis for the development of their professionally oriented communicative competence (POCC). A multi-faceted methodological approach – encompassing analysis, synthesis, comparison, and generalization – served as the analytical lens for scrutinizing the extant scientific literature, undertaking categorical evaluations of core concepts, and delineating their interrelations. BL was positioned as a purposeful process of dissemination and assimilation of knowledge, enhancing an array of speech fluency, linguistic understanding, sociocultural awareness, educational and strategic competences, cognitive activities of Master’s degree students. It offers a nuanced hybridization of distance (remote) and traditional (conventional) learning paradigms, effectively enriching the learning process while enabling their independent (self-study) learning. A functional scheme of the content area of BL covers three generic notions and is considered as a multifarious interactive space that serves as a catalyst for educational synergy, fostering holistic interactions between students, teachers, and the curriculum, where two subcategories of asynchronous learning mode are distinguished: collaborative (group-based) and independent (individual-based). The research introduced a pedagogical blueprint encompassing a repertoire of synchronous and asynchronous learning modes that can be configured in the following varieties: synchronous-group, asynchronous-group, synchronous-individual, asynchronousindividual, virtual-synchronous and face-to-face-synchronous.

CONCEPTUAL FOUNDATIONS FOR THE UPPER SECONDARY EDUCATION TRANSFORMATION IN THE CONTEXT OF UKRAINIAN SCHOOL REFORM

The introduction of the concept of the New Ukrainian School provides for the transformation of the national system of full-time general secondary education on a new conceptual basis for all its levels, including at the level of upper secondary education. The strategic function of the final stage of secondary education is to provide educational applicants with the opportunity to meet their educational needs depending on their future life plans – continuing their studies or obtaining a profession. Therefore, upper secondary education should be based on the principles of deep individualization and differentiation of learning, considering students’ needs and interests, their abilities and life intentions of self-realization. Based on the generalization of domestic and foreign experience, the article presents the main conceptual foundations for the introduction of upper secondary education in two areas – academic and professional. In the content of education, it is proposed to distinguish two components: 1) the core of general education training, which is mandatory for all those who receive a full-time secondary education; 2) content that, depending on the direction, provides in-depth mastery of profile-oriented knowledge, competencies, methods of activity, etc. The first component can be reflected in four areas: Language and Literature, STEM, Social and Humanitarian Education, physical development and security. The second component, depending on the direction, is implemented by specialized subjects studied in depth, or professionally oriented disciplines for institutions of vocational and professional pre-higher education. In accordance with this division of content, educational institutions create educational/educational-professional programs in agreement with the selected training profiles, professions or specialties. To meet the educational needs of applicants for education, local selfgovernment bodies form a network of upper secondary education institutions of various types (academic and professional lyceums, colleges, specialized education institutions), which function mainly separately or in combination with other educational institutions and establishments.

IMPACT OF THE COVID-19 PANDEMIC ON BRUXISM AND THE DAILY LIFE OF CHILDREN AGED 7-10

Introduction: In 2020, the global pandemic of COVID-19 significantly affected our daily lives. The youngest students were most affected due to the establishment of distance education, which is associated with social isolation and increased screen time. Aim:To investigate the prevalence and specific risk factors for sleep bruxism associated with the COVID-19 pandemic in children aged 7-10 years, their eating habits and physical activity. Materials and methods: The object of the study are 267 children aged 7-10 years. The examined children underwent a clinical examination, during which the following were registered: dental status and attrition, oral hygiene and orthodontic status. Anamnestic data on nocturnal bruxism, physical activity, dietary habits, and screen exposure were obtained from 241 parents via a questionnaire. The results were statistically processed with SPSS-19. Results: The frequency of bruxism in children aged 7-10 is 21.4% (p<0.05). No increase in its frequency or intensity was found during the pandemic in the studied groups. The average increase in screen exposure during the pandemic was more than 60 minutes per day (p<0.05). In 1/4 of the children, physical activity during the pandemic decreased (p<0.05). In 21.6% of the examined children, the intake of simple carbohydrates increased (p<0.05). Conclusions: Bruxism is a common condition in school-aged children. The restrictive measures during the COVID-19 pandemic have led to a rise in some risk factors for bruxism oral and general health of children aged 7-10 years by increasing their screen exposure, consumption of simple carbohydrates and decreasing their physical activity.

Soul with beautiful and amazing creatures (to commemorate Nadezhda Petrovna Savchenko's 80th birthday and 50th anniversary of her scientific and educational endeavors)

Nadezhda Petrovna Slavchenko, a soil zoologist, spent forty years of her life and career as a teacher and scientist at the Karaganda Pedagogical Institute, Karaganda University, and the Department of Zoology. The process of educating scientific and pedagogical staff of the greatest educational institution in Central Kazakhstan is depicted retrospectively on the example of the creative fate of a professional biologist. It was difficult to go from being an assistant to the department chair and a prominent associate professor, but it was made possible by senior colleagues' encouragement and the direction of the newly established University of Karaganda. Soil zoology specialization led to contacts with renowned scientists and great individuals, as well as a fantastic unexplored world. The sole stationary soil-zoological research of invertebrate creatures conducted in Central Kazakhstan by N.P. Slavchenko soil organisms contributed to a better understanding of the relict nature of the Pleistocene island forests' faunistic complex inside the folded nation of Kazakhstan. Invertebrate representatives from over 200 species and 57 families were described; some were reported for the first time for the Sary-Arka or Kazakhstan region. The post-glacial fauna's migration paths were taken into consideration. N.P. Slavchenko's students went on to become naturalists and professors, defended scientific theses, and maintained a passion for zoological study.

Perception and expectation of Moroccan pharmacy students regarding e-learning in the context of COVID-19 pandemic lockdown

Online learning, or e-learning, has grown exponentially in recent years, not least because the COVID-19 pandemic has forced many educational establishments to adopt distance learning modalities. In the field of pharmacy, where the acquisition of theoretical and practical knowledge is essential, the adoption of e-learning has attracted particular interest. The aim of this study is to analyze the feedback received by pharmacy students from different faculties in the country following the introduction of new learning methods during the Covid pandemic. The study was carried out using a "Google forms" questionnaire, which was sent to students at the country's faculties of pharmacy. The questionnaire included various points, such as a description of the population, preferred mode of distance learning of lectures among students and satisfaction with e-learning. The study involved 176 respondents, 65.9% of whom were women. Around 50% of respondents use e-learning tools more than 6 times a week for educational purposes. Seventy per cent of respondents are satisfied with their e-learning experience, but only 43.2 believe that e-learning has a positive effect on their academic results. Forty-seven per cent of respondents considered the quality of teaching to be the major shortcoming of e-learning, followed by distraction (32%) and the questionable credibility of the diploma (20%). E-learning has significant potential to transform teaching and learning in pharmacy, and its thoughtful integration can bring lasting benefits to students.

The use of Class Dojo in the preparation of future primary school teachers for the organization of distance learning

The urgent transition to distance learning has necessitated the preparation of teachers to organize the educational process based on the use of information and communication technologies in emergency situations. Therefore, research on the process of preparing future elementary school teachers for distance learning in higher education institutions using learning management systems, particularly ClassDojo, is relevant. The purpose of the study was to investigate the effectiveness of implementing the ClassDojo platform in preparing teachers to organize distance learning in elementary schools. The methodological basis of the research consisted of basic theoretical (analysis, synthesis, comparison, abstraction, and specification), empirical (observation, surveys, diagnostic practical work methods, pedagogical experiment), and statistical methods (variation characteristics, Student's t-test, Pearson's criterion). The article describes the main characteristics, functions, interface features, and advantages of using ClassDojo in the educational process of elementary school, namely: its positive impact on shaping behaviour, learning motivation, value orientations, character, and emotional intelligence of younger school students. The main ways of preparing future elementary school teachers to use distance learning platforms in their professional activities in higher education pedagogical institutions are presented. Examples of preparing students specializing in “Elementary Education” for organizing distance learning through practical work using the ClassDojo learning management system are described. The results of the research on the effectiveness of using the ClassDojo learning management system in preparing students specializing in “Elementary Education” at the Communal Higher Education Institution “Barsky Humanities and Pedagogical College named after Mykhailo Hrushevsky” are presented, analysed, and summarized. The effectiveness of the teaching methods used by education seekers is statistically verified. The research results demonstrate the effectiveness of the forms, methods, and techniques used in preparing teachers to organize distance learning in elementary school. The practical significance of the research results lies in their applicability by higher education institutions in the professional training of future teachers to organize distance learning and by practising teachers of elementary school classes

Sustainable Career Development of Nursing Graduates in Higher Vocational Colleges: A Case Study of Weifang Nursing Vocational College

Background and Aims: Currently, in China nursing graduates of higher vocational colleges are restricted by many factors, particularly career development. Career development is an important indicator for measuring the quality of nursing graduates and the extent to which government and hospitals attach importance to the employment of nursing graduates in higher vocational colleges. Therefore, it is necessary to delve into the career development of nursing graduates in vocational colleges under the current employment situation. This study mainly aimed to investigate the current situation of nursing graduates' career development and factors affecting the career development of nursing graduates. Materials and Methods: The sample was drawn from the 2019 nursing graduates in Weifang Nursing Vocational College using non-random sampling. These nursing graduates participated in the research voluntarily participation and accepted their participation in the research consent form. Data were collected using a questionnaire. The questions focused on many factors that affected their career development, including how hiring practices at government, hospitals, and colleges, factors affecting the recruitment process, and challenges facing career development. Results: The results show that nursing graduates have basic knowledge and skills in nursing. The results also showed that government employment policies, teaching program management, and employability development were the key factors influencing the career development of nursing graduates from higher vocational colleges are relatively successful. Additionally, results indicated that school-based classroom environments have a significant and positive impact on nursing graduates’ career development. The government should increase employment efficiency and change employment policies as necessary to achieve sustainable professional development. Educational institutions and nursing schools should improve their teaching and learning management systems to align with employment policies and needs. Conclusion: The results emphasize how crucial it is for the government to get involved in employment policy optimization to promote the nursing profession's long-term growth. In addition, educational establishments need to modify their pedagogical approaches to better prepare nursing graduates for the skills required by changing job markets and facilitate a smooth entry into the workforce.

A implementação do art. 26-A da LDBEN: desafios e possibilidades para a atuação do tribunal de contas

Law No. 10,693/2003 established an important public policy by adding art. 26-A in the National Education Guidelines and Bases Law (LDBEN), mandating the teaching of Afro-Brazilian history and culture in primary and secondary education establishments. This is a reparatory and anti-racist policy, motivated by the erasure of the collective memory and culture of the black Brazilian population. However, the effective application of art. 26-A is still incipient, showing that this discussion needs to be deepened in external control institutions, especially after the inclusion of the topic in the performance measurement framework of the Courts of Accounts. This work intends to discuss the possibilities of action by the Court of Accounts to implement art. 26-A, considering the role of this institution in evaluating public policies to ensure fundamental rights, such as education.

Regional features of Ukrainian higher education in wartime conditions

Purpose. To describe the regional organizational features of educational services proposed by higher educational institutions (HEIs) of Ukraine in wartime. Methodology. Normative documents regulating the educational process in Ukraine in wartime conditions were analyzed. Observations, interviews, online surveys, and questionnaires followed by mathematical and statistical analysis constituted the empirical basis of the research. The selection of respondents was carried out in HEIs which are not located in the zones of active hostilities or in the immediate vicinity of them. Findings. Since the beginning of the full-scale war in Ukraine, students of higher education have had problems of an infrastructural, institutional, and personal nature. Mixed training has become the optimal form of training for HEIs which are not located in the zones of active hostilities or in the immediate vicinity of them. To ensure continuous learning, higher education institutions should offer students flexible options for education; establish communication between students and experienced and qualified teachers; guarantee access to relevant educational materials; create online learning platforms; provide students with mental health support; cooperate with other universities and educational establishments; and make any necessary adjustments to programs and services. For mixed learning formats, it is best to apply the following educational technologies: online learning platforms; virtual classrooms for lectures and group discussions; video conferencing tools; digital libraries; mobile learning software; and messengers. Originality. Access to high-quality educational opportunities in higher education institutions in the conditions of war in Ukraine requires the introduction of flexible forms of education. Mixed training will be effective in certain regions of the country under acceptable safety conditions. Practical value. Assessment of access for higher education learners to educational resources and technologies in the conditions of war in Ukraine has been performed. The effectiveness of distance education has been studied. Strategies have been developed to solve the problem of ensuring the continuity of education in active combat zones or in the immediate vicinity of them.

College Placement Recruitment system using Android App

The purpose of the "College Placement Recruitment Management System" is to improve and expedite the placement procedure in educational establishments. This project aims to design a complete system that automates and streamlines the recruiting workflow in response to the increasing complexity of handling placement activities. The technology makes it easier for students, recruiters, and administrators to communicate with each other in a smooth and user-friendly manner. The College Placement Recruitment Management System's methodical study, design, and implementation are described in this project report. With capabilities like user registration, job posting, application submission, interview scheduling, and result administration, the system meets the varied needs of its users

LMS MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ СЕРЕДОВИЩА ЗДОБУТТЯ ПЕДАГОГАМИ ПІСЛЯДИПЛОМНОЇ ОСВІТИ

The article addresses issues related to the effective organization of the educational process in postgraduate pedagogical institutions through the use Information and Communication Technologies (ICT), specifically exemplified by LMS Moodle. The possibilities LMS for creating a learning environment that meets the requirements of high-quality postgraduate education for educators are demonstrated. The authors elucidate the role of postgraduate pedagogical education amidst the contemporary transformations of Ukrainian society, emphasizing the necessity for additional knowledge and experience in ICT utilization among educators. Postgraduate education courses facilitate the integration of professional and educational activities of educators, aiming to foster their abilities for self-organization, self-development, and independent acquisition of constantly evolving information, enabling them quickly adapt to changes in the socio-economic environment. The substantial flow of information necessitates additional knowledge and experience in using information and communication technologies by educators, thereby imposing new demands on the organization of postgraduate education for teachers. The authors proved that the effective solution to the personalization task in postgraduate education is possible only through the integration of teaching technologies and information and communication technologies. Modern learning management systems have a powerful arsenal of tools for implementing innovative teaching models. This paper analyzes the capabilities of LMS Moodle in terms of course administration, personalized learning, organizing group and individual interactions (Forum, Chat, Choice, Workshop, Wiki, MindMap), monitoring, and analytics of the educational trajectory of each student. Construction of branched course structures (Lesson element), the organization of problem-oriented content with elements of group processing, tracking the interests of each learner through the selection of educational information blocks and feedback (Lesson elements, Assignment, Feedback, Survey), operational monitoring of knowledge quality (Lesson elements, Quiz, Choice), and the organization of the educational process using the flipped classroom model are analyzed. According to the authors, future research prospects may involve the development of new tools to support the learning process in LMS Moodle, particularly related to addressing the complexity of questions to ensure the objectivity of assessing learners' knowledge.

Epidemiological analysis and prevention strategies in response to a shigellosis cluster outbreak: a retrospective case series in an alternative school in the Republic of Korea, 2023.

In March 2023, an alternative school in the Republic of Korea reported 12 cases of shigellosis. This study aims to analyze the epidemiological characteristics in order to determine the cause of the cluster outbreak of shigellosis and to develop prevention strategies. This study focused on 12 patients with confirmed Shigella infection and investigated their demographics, clinical features, epidemiology, diagnostics, and antimicrobial susceptibility. Following the identification of Shigella, we conducted follow-up rectal smear cultures to manage patients, implementing isolation and control measures. This study investigated the emergence of multidrug-resistant Shigella following missionary activities in Cambodia, documenting a cluster infection within an alternative school in Daejeon, the Republic of Korea. The outbreak affected 56 participants, resulting in the confirmation of 12 cases. The incidence rates varied by gender and occupation, with higher rates among males and teachers. All 12 cases demonstrated multidrug resistance. Challenges included delayed pathogen confirmation and suboptimal adherence to isolation criteria. The incident prompted revisions in the criteria for isolation release, focusing on symptom resolution. The study underscores the necessity for strengthened surveillance, educational initiatives focusing on prevention in endemic areas, and improved oversight of unlicensed educational establishments. Successful response strategies included swift situation assessment, collaborative efforts, effective infection control measures, and modified criteria for isolation release. Continued surveillance of multidrug-resistant strains is recommended, especially in regions with a high prevalence.

사회복지종사자의 안전을 위한 보호체계 구축사업의 성과 및 발전방안 연구

The purpose of this study is to evaluate the achievements of the “Establishment of a Protective System for the Safety of Social Welfare Practitioners” project, which has been supported by the Community Chest of Korea from 2019 to 2022, and to propose future development strategies for the project. To do this, a mixed research method was employed. Quantitative research utilized data from 1,235 individuals recorded in the performance management records of the project. Data analysis was conducted using SPSS 29.0, including descriptive statistics and cross-tabulation. Changes in pre-post traumatic growth among social welfare practitioners were analyzed through paired-sample t-tests. Qualitative research involved conducting focus group interviews (FGIs) with 9 project managers to analyze difficulties encountered during project implementation, problem-solving efforts for project execution, project outcomes, and strategies for project sustainability. Data collected through FGIs were analyzed using thematic analysis and N-vivo 9. The results of the quantitative study are as follows: First, among the types of job-related trauma, the proportion of subjects who experienced job-related violence was the highest at 53.2%, followed by 19.8% for other types, 18.5% for vicarious trauma, and 8.6% for loss (death experience). Second, cross-analysis results showed statistically significant differences in gender, age, type of affiliated institution, and type of job-related trauma. Third, as a result of providing various recovery support to social workers who have experienced occupational trauma, positive changes in “post-traumatic growth” were observed when measuring pre- and post-traumatic growth. This change was statistically significant. The qualitative analysis results are as follows : First, there was an improvement in awareness and consciousness among social workers regarding safety and human rights, which had previously not received much attention. There was an increased sense of personal, organizational, and societal responsibility for problem-solving. Second, the framework of protection and safety systems has been established, including the enactment and revision of related regulations and the creation of a safe physical environment in social welfare agencies. Third, the recovery and capacity of social workers have been strengthened. As a development strategy to ensure the sustainability of this project, several tasks have been identified. These include the development of various recovery support services, such as the establishment of safety education and coping training programs, providing continuous education on safety and human rights for social welfare practitioners, fostering relevant professionals, adapting to changes in organizational and community environments, and establishing relevant legal and institutional foundations.

Из истории «Кольской земли» И. Ф. Ушакова: замысел и этапы подготовки книги

The article examines the history of the preparation of the monograph of the Murmansk historian I. F. Ushakov "Kola land". The book became the final study of the pre-Soviet history of the Kola North, bringing its author well-deserved recognition. The article pays attention to the circumstances of the preparation of this study, the role of institutions (Murmansk Book Publishing House), structures (Department of History of the Murmansk State Pedagogical Institute) and personalities in the implementation of the creative idea. A significant role in the preparation of the book was played by the scientific cooperation of I. F. Ushakov and I. P. Shaskolsky.

Social and Professional Adaptation of Students in the Educational Environment of the University in the Last Third of the 20th Century: Experience of Organization and Interpretation

The relevance of the problems of the presented research is connected with the understanding and evaluation of some forms of organization of social and professional adaptation of first-year students and their integration into the educational environment of the university, established and implemented in the practice of domestic universities in the last third of the 20th century, their influence on personal, social and professional development of future teachers. The purpose of the article is to reflect on the experience of adaptation and integration of first-year students into the educational environment of the university, which has developed in the activities of historical and pedagogical faculties that operated in the USSR from 1966 to 1996. The reflection of such experience is focused on the search for productive ideas that allow students to adapt to the norms and values of the educational environment in the modern practice of professional psychological and pedagogical education, form sustainable motives for self-development, self-education, and intensively prepare for professional activities in the Russian education system. The leading methodological ideas in the analysis of the experience of adaptation and integration of students into the educational environment of the university are the principles of objectivity, consistency, historicism, reliance on the results of practical activities, on expert judgments and assessments of direct participants and organizers of this work in the last third of the 20th century. For these purposes, the method of monographic description of the practical experience of the activities of the installation camp of the historical and pedagogical faculty of the Kursk State Pedagogical Institute, conversations with teachers and students, participant observation, study of scientific texts, press materials and Internet resources was used. Research results. The study made it possible to reveal the place and role of installation camps in ensuring the adaptation and integration of first-year students into the educational environment of the university, to substantiate the main functions of the camp in the general logic of the personal, social and professional development of future teachers, to characterize some effective types and forms of work, their practical effectiveness. In particular, the essence and content of the adaptive, integration, value-orientation functions of the camp of first-year students are revealed; presents the types and forms of work on the socio-moral, personal and professional development of first-year students; the role of senior students in organizing the life of future teachers in the educational environment of the university is characterized. Conclusion. The materials of the article can be used by heads of humanitarian faculties, teachers of psychological and pedagogical disciplines, specialists in the field of history of higher professional pedagogical education.