Russian Teachers Research Articles

Ethno-Oriented Teaching of Russian as a Foreign Language: Problems and Prospects

Ethno-Oriented Teaching of Russian as a Foreign Language: Problems and Prospects

Spiritual and moral values in the professional culture of a modern teacher

The article presents the results of a theoretical analysis of the importance of spiritual and moral values in the professional activity of a modern Russian teacher of a general education organization. General education as an important social institution performs the functions of reproduction of spiritual and moral values of the younger generation. We substantiated the relevance and theoretical model of the study of the content of the teacher’s professional culture, spiritual, and moral values as the basis of its formation (it is based on a brief analysis of the publications of the science-intensive Scopus database). In the empirical part of the study, the developed theoretical model is tested on the example of the pedagogical community of the South of Russia (Stavropol Krai). The survey of the pedagogical community is organized in electronic form. 153 teachers of educational organizations of Stavropol Krai were invited to participate and took part in expert assessments. The obtained research data are used in improving the process of formation of spiritual and moral values in the process of professional training and advanced training of teachers. We formed strategic approaches in preparing the pedagogical community for the challenges in accordance with the demand of modern Russian society for the transformation of educational work and teachers’ values.

РЕАЛИЗАЦИЯ ИДЕЙ В.А. СУХОМЛИНСКОГО В ПРАКТИКЕ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ ФИЛОЛОГИИ

Reforming the education system and changing the educational paradigm, due to a change in the system of value orientations of society in the conditions of industrialization, informatization, have identified the main directions for improving the educational process, among which the comprehensive and harmonious development of the younger generation is one of the priorities, since it is the basis for the formation of moral and ethical norms accepted in society. The didactic ideas of Vasily Alexandrovich Sukhomlinsky, an outstanding Russian teacher, whose implementation in the middle of the last century made it possible to educate a generation of conscious citizens, have not lost their relevance in modern society. This should especially apply to the training of future teachers, including teachers of philology, who should actively use the ideas of the national teacher V. A. Sukhomlinsky in their pedagogical activities. The actualization of the ideas of an outstanding teacher allows future teachers of philology to form a stable system of professionally significant values, the foundation of which is such personal qualities as love and respect for their wards, a sense of duty and justice, tolerance, patience, responsiveness, diligence, creative thinking, etc. The article describes the experience of introducing the ideas of an outstanding teacher into the practice of training future teachers of philology at Donetsk State University. Particular attention is paid to the formation of the following types of pedagogical activity among philologists: the implementation of the verbal method in teaching schoolchildren, which allows using the right words and intonation to find an approach to each student; attracting students to creative work, a characteristic feature of which is diversity in the search for solutions to achieve the goals; the application of an individual approach to each individual member of the student team, ensuring the development of his personal qualities, abilities and inclinations.

Педагогические труды К.Д. Ушинского и их значение для развития медицинского образования (к 200-летию со дня рождения великого российского педагога)

The article describes the educational, research, pedagogical, writing and social activities of the outstanding Russian teacher Konstantin Dmitrievich Ushinsky. His significant contribution to the foundation and development of scientific pedagogy in Russia, reformation in the educational process, education, thinking, pedagogy, as well as innovation in literary and social activities is noted. The importance of K.D. Ushinsky's pedagogical works for the development of medical education, including in the IU of the Pirogov Center, is presented.

Редакторская деятельность К.Д. Ушинского

Importance. In 2023 the 200th anniversary of the great Russian teacher’s birth Konstantin Dmitrievich Ushinsky was celebrated. His views on education, training and upbringing have been widely studied in Russian science, but they continue to be the subject of research due to their constant relevance. Despite the scrupulous study of K.D. Ushinsky’s pedagogical heritage, his editorial activity was rarely covered. The purpose of the study is to analyze his work as editor-in-chief in “The Journal of the Ministry of Public Education” in 1860–1861. Materials and methods. The methods of study are chronological analysis, comparative historical and bibliographic methods, classifications, and document analysis. The source base consisted of issues of the magazine, Ushinsky’s correspondence, the historians’ works of pedagogy on Ushinsky’s biography and activities. Results and Discussion. The study presents the conditions under which K.D. Ushinsky help the post. The editorial policy of the journal is characterized and analyzed, including its principles and criteria for the selection of materials, the role of K.D. Ushinsky in its formation and implementation is revealed. An assumption has been made about the influence of V.G. Belinsky’s editorial views on his work. The materials published in the journal are classified, their compliance with K.D. Ushinsky’s educational ideas is revealed. The difficulties of the editor in the organization of the journal and the reasons for the anonymous writing of articles by K.D. Ushinsky are determined. Conclusion. Leading the journal, K.D. Ushinsky selected materials based on their scientific character, practical orientation, reliability, accessibility, subjectivity, materials not just pedagogical, but socio-educational, therefore civil, content. His editorial policy was fundamentally focused on education, methodological support for teachers, popularization of public education, and advanced European experience in organizing schools while preserving the nationality of education. All this was directly correlated with the pedagogical views of Ushinsky himself.

Развитие идеи междисциплинарных связей в отечественном педагогическом образовании в первой трети ХХ века

The paper focuses on the issue of using interdisciplinary connections in teacher education to reduce the gap between the content of the professional teacher training and the requirements of the teaching practice. Its effective solution is impossible without consideration of the national pedagogical experience and the ideas of well-known educators. For this purpose, the author analyzes the ideas of P.F. Kapterev about special training of teachers to help them implement interdisciplinary connections, and the activity of the scientific and methodological section of the State Academic Council in the first third of the 20th century. The author also examines benefits and drawbacks of the system of concenters and complex programs widely used in that period in national pedagogical universities. The works of famous Russian teachers and pedagogical journals of the 1930s served as the source for the historical and pedagogical research. This research of approaches to the implementation of the idea of interdisciplinary connections in the national teacher education in the first third of the 20th century made it possible to identify both the factors that influenced the selection of the subjects as centers of interdisciplinary interaction, and the mistakes made in the process of implementing interdisciplinary connections in pedagogical universities of that period. The study proves that the choice of the options for implementation of interdisciplinary connections in teacher education in Russia is closely related to the requirements for the personality of a teacher in a specific historical period. The historic analysis of the scientific works and teaching practices lead to the conclusion that interdisciplinary connections with pedagogical component of professional training as a dominant factor become an effective tool for shaping a holistic view of the future professional activity.

ПУТИ РАЗВИТИЯ КОНЦЕРТМЕЙСТЕРСКОГО ИСКУССТВА ПИАНИСТА В КИТАЕ

The concertmaster art of a pianist as a professional form of musical creativity is a rather young phenomenon and is currently developing intensively. The process of its formation is influenced by many factors: the development of keyboard instruments, the intensification of concert and music-theatre activities, the opening of specialized departments and chairs in higher and secondary educational institutions, scientific and methodological awareness of the specifics of concertmaster work, etc. In particular, in China, with its more than a hundred-year history of piano performance and pedagogy, concertmastering has only begun to develop in the last twenty years. The relevance of the article lies in the urgent need to generalize the available information about this type of musical creativity in China, with which Russia has established strong cultural and educational ties in recent years. The purpose of the article is to analyze the state of practice and pedagogy of the concertmaster art in China at the present stage. The article discusses the formation of accompanist activity in the PRC, the features of introducing the profile discipline into the curricula of Chinese universities, analyzes the problems arising in this regard and suggests ways to solve them. The research materials will be especially useful for Chinese and Russian teachers of concertmaster art: for Chinese colleagues to understand the goals and objectives of teaching piano students this type of activity, for Russian teachers of Chinese piano students to understand the level of their training and to form an appropriate learning strategy.

The Great Psychologist: K.D. Ushinsky as a Methodologist of Psychology

The article is dedicated to the 200th anniversary of the Great Russian teacher and psychologist K.D. Ushinsky, whose contribution to the development of pedagogy and psychology is undeniable. However, the psychological component of the creativity and legacy of the great scientist and innovator remains largely underestimated: in modern Russian textbooks on the history of psychology, K.D. Ushinsky's psychological research is not given any significant attention, also in foreign ones Ushinsky's psychological works are not mentioned at all. The article states that one of the main achievements of the scientist is the methodology of substantiation of scientific psychology. Even though Ushinsky was not a psychologist, did not position himself as a psychologist, he developed the scientific foundations of psychology to build scientific pedagogy. Psychology as a science simply did not exist at that time, so the development of a system of psychology was a means of solving its main task. Russian pedagogue's solution to Ushinsky's problem, however, represented a unique achievement of world psychological science, and the solution of the Russian pedagogue was original, since the project was focused on the development of practical psychology for teachers. The article provides an analysis of reasons for such underestimation of Ushinsky’s project by scientific community — objective (traditions of considering psychology and public expectations) and subjective (Ushinsky positioning himself exclusively as a teacher and belittling his contribution to psychology). It is mentioned that B.G. Ananyev (1945), who called the Russian scientist a “great psychologist, but the assessment of the classic of Soviet psychology has not become generally accepted, noticed Ushinsky’s contribution to the creation of the original system of psychology. The article analyzes the reasons for the lack of resonance of the publication, among which the main ones are ideological and socio-cultural, related to the uncertain status of psychology itself in the early 1950s, after the session of the two academies, when the proximity to the physiological teaching of I.P. Pavlov and the materialism of the concept became the determining factor. The article gives an outline of K.D. Ushinsky's methodological concept, which allows asserting that Ushinsky proposed a project of scientific psychology, the first practice-oriented project of psychological science in the history of world psychology.

Narrative Approach to Teaching Russian as a Foreign Language

Narrative Approach to Teaching Russian as a Foreign Language

Creativity of Modern Russian Writers in Teaching Russian Language to Tajik High School Students: Theoretical and Practical Aspects

In this article we are talking about the appeal in teaching the Russian language to the work of modern Russian writers who are known in Russia and abroad, when teaching the Russian language to Tajik high school students. As a work, the analysis of which can serve as an example for work in the lessons of Russian language and literature in a Tajik school, the story of Evgeny G. Vodolazkin “Kunstkamera in faces” was chosen. The article provides a rationale for its methodological value in teaching the Russian language, a linguistic analysis of the text is carried out, accompanied by tasks and exercises that are aimed at understanding the content of the text, at fixing the grammatical and lexical material used in it, and at developing students’ communicative skills. On this basis, it is recommended to work with the works of other contemporary Russian writers: Dina Rubina, Zakhar Prilepin. Lyudmila Ulitskaya, Lyudmila Petrushevskaya, Svetlana Mosova, Sergei Shargunov, Tatyana Tolstaya. The specific material presented is chosen taking into account the situation of the Russian language in the Tajik Soviet Socialist Republic and in modern Tajikistan. It is emphasized that the use of literary texts in the Tajik school has a long tradition of referring to the work of classic writers of Russian and Soviet literature, which requires, however, the expansion of the studied material at the expense of the works of contemporary Russian writers. Obviously, the study of the works of the 21st century will contribute to the interested study of the Russian language by Tajik students, as well as to acquaint them with the modern culture of the Russian people.

Russian Philology at Lobachevsky State University of Nizhny Novgorod in the Light of Modern Strategies of Scholarly Search

The article highlights the main scholarly trends in Russian philology, which are being developed by the scholars of the Institute of Philology and Journalism of Lobachevsky State University of Nizhny Novgorod. In the last 20 years, the Chair of Modern Russian and General Linguistics has been working on a new scholarly research area related to the study of active processes in the modern Russian language. The Chair of Teaching Russian Language in other Language Environments has created and successfully tested a methodology for describing the concepts of Russian culture, which involves identifying a variety of paradigmatic, syntagmatic, derivational relationships of words nominating the concept in direct textual use, as well as analyzing the interpretation of the word in dictionaries. The Chair of Theoretical and Applied Linguistics actively develops cognitive linguistics, linguoculturology, linguopoetics, as well as the theory and practice of carrying out the linguistic expertise. An important component of the scholarly research of members of the Chair of Slavic Philology and Culture is the study of the history of the Russian language, modern Slavic languages, Russian literature of the 19th–21st centuries in its connections with the literature of the Eastern and Western Slavs. At the Chair of Russian Literature, serious research is being carried out in the field of studying A. S. Pushkin, M. Yu. Lermontov, classical and modern Russian lyrics, spiritual poetry, artistic anthropology, folklore and literary local history. The article draws the conclusion that an effective scholarly environment has been created and is actively functioning at Lobachevsky National Research University of Nizhny Novgorod so far, which conduces to further consolidation of contribution of Nizhny Novgorod Russian language scholars to the most prominent areas of modern national humanitarian knowledge.

Russian Talent Training Mode Optimization Using OBE in Higher Vocational Colleges

To narrow the gap between Russian education in vocational colleges and “One Belt One Road” needs, this work employs reverse design principles to design the curriculum structure and reorganizes the Russian teaching content based on the OBE (Outcome-Based Education). Starting from internal and external demands, we develop the training goals and graduation requirements for students, which further guides the design of teaching content to match occupational needs. Through a four-year education with two sessions of students' practice at Xinjiang Vocational University, it is verified that the Russian talent training mode under the OBE theory is beneficial. It can enhance the attractiveness of the Russian major, improving the initiative of talent training objectives and the overall quality of talent training and job competency.

The Role of Perception of School Leadership in Emotional Burnout and Commitment to School among Russian Teachers

Introduction. The problem of professional burnout of teaching staff is especially relevant. Despite the numerous publications on this topic, there are practically no studies on the perception of leadership in the school environment and its impact on the emotional burnout of Russian teachers. The purpose of the research paper is to determine the relationship between the perception of school leadership and emotional burnout with the level of organizational commitment of teachers, as well as the relationship of emotional burnout and the perception of school leadership with the intentions of Russian teachers to change their profession. Materials and Methods. The following methods were used for the analysis: a questionnaire for assessing professional burnout (C. Maslach), a scale of subjective well-being of a teacher (T. Renshaw), a questionnaire on the perception of school leadership in schools and the city’s education department (K. Crosby), the confidence level questionnaire (L. G. Pochebut), the scale of organizational commitment (R. Collie). 426 teachers from the regions of Russia took part in the survey. The SPSS 19.0 software was used for data processing. Results. The analysis of foreign publications allowed us to summarize that emotional burnout is negatively associated with teachers’ support of learners, with parental relationships, and it is also associated with low learners’ performance in many subjects and insufficient level of skills to be gained in learning. In addition, emotional burnout correlates with learners’ aggressiveness, hyperactivity and attention problems, but is not associated with emotional distress (anxiety, depression and emotional control), and also negatively correlates with a positive outlook (optimism and subjective perception of happiness). The majority of respondents do not regret their chosen profession and remain faithful to it, considering themselves competent, and their teaching methods effective and successful. Emotional burnout is expected to be higher among those teachers who consider their professional choice to be erroneous. In addition, emotional burnout is negatively associated with the organizational commitment of teachers. Comparative analysis has shown that Moscow teachers have a more developed reduction of personal achievements, and teachers from other regions have a more obvious depersonalization. The degree of hostility and the level of trust were expected to be interrelated with professional burnout among teachers. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher's work and his professional training in terms of understanding the phenomena of perception of the status of a leader and emotional burnout among teachers. The materials of the article will be useful to teachers and the pedagogical community involved in the teacher training system.

A teachers in Russia: who is who?

The article features interviews with ten principal trainers of Transactional Analysis.

Особенности самопрезентации российских учителей с разным уровнем эмпатии

Introduction. The modern educator needs to master new forms and methods of effective communication in his or her professional life. The problem of teachers' self-efficacy and successful self-presentation tactics is very relevant. In this regard, it becomes productive to study the relationship of empathy with self-presentation strategies and teaching styles among school teachers. The purpose of the article was to determine the relationship of empathy with the tactics of self-presentation of teachers. The main research methods are the “Teacher Empathy Scale” (Wang, et al, 2022), the questionnaire “Teacher Roles Scale” (Stojiljković, et al, 2012) and the questionnaire “Scale of self-presentation tac-tics” (Lee, et al, 1999). 116 teachers from the regions of Russia took part in the survey, 94.5% of them were women. SPSS 19.0 programs were used for data processing. Re-search results: the most common tactics of self-presentation among Russian teachers are apology, role model and renunciation. Among the least popular are bullying, negative evaluation of others, exaggeration of their achievements. The tactics of self-presentation were associated with the level of empathy: the closest relationship was revealed with the tactics of “attractive behavior” and “request/ plea”. The tactics of self-presentation turned out to be interrelated with the teaching roles: the pedagogical role is intercon-nected with the tactics of “hindering oneself” and “communicating one's achievements”, as well as “an example to follow”. The motivational role is interconnected with the tac-tics of “hindering oneself”, the cognitive-diagnostic role is interconnected with the tac-tics of “role model”. The role in affective interaction is interrelated with the tactics of self-presentation: “justification with denial of responsibility”, “justification with ac-ceptance of responsibility”, as well as with “desire/effort to please”. Conclusions: the most preferred strategies of self-presentation among Russian teachers are avoidance as evasion of responsibility and avoidance of decisive actions and attractive behavior as behavior that causes a favorable impression of the subject of self-presentation. This should be taken into account when building work with teachers in the school system.

Image of "Globalization" in Linguistic Consciousness of Iraqi and Russian Teachers

The aim of the following research is to compare the image of globalization in linguistic consciousness among the Iraqi and Russian teachers. The research sample consisted of Iraqi and Russian teachers. The teachers were given a questionnaire consisted of 10 words and asked to write down their first reaction that comes to their minds when they see the words. After conducting the analysis, the researcher reached that the majority of reactions about globalization were positive. However, there were negative reactions for both teachers. In the light of the results of the current research, the researcher concluded a number of conclusion, including that the majority of reactions are positive- 59% for Iraqi teachers and 92% for Russian teachers- and the number of negative reactions of Iraqi teachers are more than Russian teachers- 41% for Iraqi teachers and 8% for Russian teachers- and a number of recommendations including conducting seminars on the concept of globalization and its impact on society and alerting about its benefits and risks. The researcher hopes that the analysis that he has presented here suggests more useful and accurate information and ideas about the image of globalization.

Authentic video materials as a means of shaping communicative competence in Russian among Spanish and Dutch learners

Teaching Russian as a foreign language (RFL) without immersion into a natural language environment presents a particular challenge and requires modern methods to deve-lop basic communicative and linguistic competencies of the students. While teaching listening at the first stage of learning a foreign language, an active use of authentic materials plays an important role as one of the major requirements of the communicative approach. The relevance of the present topic consists in the need of developing listening skills at the early stage of studying RFL and optimizing the work of students as independent learners. The aim of the study was to develop a set of video exercises for A0 level, aimed at improving the communicative competence of students, their knowledge of cultural norms and speech etiquette. To achieve this aim,a set of methodological methods has been used: a task modeling method, a comparative method and observation. The complete set of exercises was tested in groups of students aged 20-45, learning Russian as a foreign language at beginner’s level at two language centers, in Spain and in the Netherlands. Exercises with video fragments were divided into six units and were designed to practice the use of some grammar forms and lexical units (verbs belonging to the first and second conjugation type, prepositions в/на (in, on), accusative and prepositional cases).For independent work, students were asked to complete the preparatory and main stages of each unit. The final stage, as a control stage, was carried out in the classroom with a teacher to activate the structures heard in listening, analyze and discuss the video material. The results ofthe study show that the use of authentic materials improves listening, brings the educational process as close as possible to the situation of real live communication, motivates students and helps them to master the new grammatical and lexical units. There were no significant differences observed in the results of the final task on listening in Spanish and Dutch groups. The errors have to do with an increased speed of utterance, voice overlapping, children's speech, that will be taken into account for the further development of listening exercises for A0 level students and publishing a full set of exercises for RFL learners and teachers.

Организационно-методические особенности выбора модели смешанного обучения РКИ

At the moment the educational paradigm is undergoing significant changes, the issues related to the introduction of online technologies, optimization of the distance learning process are becoming more relevant. Even though all participants in the educational process are given a huge number of modern forms, techniques, technologies to solve methodological and educational problems, the most demanded is blended learning. In this regard, the issue of the methodology of formation of communicative competence of students in the format of blended learning RLI as the main trajectory in the construction of the learning process is relevant. Moreover, it is not always clear which model of blended learning should be used for effective teaching Russian as a foreign language in accordance with specific conditions and didactic objectives. For this reason, the aim of this article is to develop a checklist that will help teachers choose the appropriate model of blended learning in Russian as a foreign language.

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

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

L’enseignement du russe par des Soviétiques dans les universités indiennes, fin des années 1950 - début des années 1960

During the 1950s, the Soviet Union and India established relations termed as “friendship” involving cultural exchange, development aid and trade. To support its political and economic cooperation with India, Moscow launched a large-scale public diplomacy campaign. Teaching Russian became one of the core elements of this effort. The article examines the experiences of the first Soviet teachers of Russian at Indian universities and explores the Soviet Union’s efforts to promote its socialist version of modernity through language classes. As the paper argues, even though these teachers had no special training in propaganda, they sought to promote the Soviet Union’s socialist ideas in many ways. This provoked reactions from Indian university and government officials who saw the classes of Soviet teachers as an instrument to carry out communist propaganda.