Study Of Pedagogical Experience Research Articles

Gamification Technology as a Tool for Improving Students’ Understanding of Text-Based Problem-Solving Techniques

Solving text problems to a greater extent than other mathematical topics in Grades 5–6 contributes to the development of erudition, thinking abilities, analytical reasoning skills, and the formation of mathematical knowledge. Problem-solving skills bring students closer to real-life situations that require them to develop strategies and search for optimal solutions. The article considers the necessity of using gamification technology to effectively achieve the main goal of the research – to improve students’ understanding of text problem solving methods. In order to achieve the goal, the authors have developed methodological recommendations to improve students’ understanding of the condition and solution of text problems. The authors note that the use of interactive tools, innovative teaching methods, such as online simulators and gamification, contributes to the attractiveness of the learning process. This helps to increase students’ activity, formation of motivation for understanding the conditions of the textual task, as well as stimulates their cognitive activity. The methods of analysis, synthesis, generalization, study of pedagogical experience, observation and survey have been used to conduct the research. The analysis of the research results showed that the novelty of using gamification technology will help, on the one hand, the teacher to adapt teaching methods depending on the level of understanding and the pace of learning of students and to present them with new material in an interactive form, and on the other hand - students to develop self-education, improve communication skills, learn to discuss the solution and work in a team. The author’s development of methodological recommendations in combination with game technologies will help teachers to apply gamification in the practice of solving text problems with schoolchildren. Keywords: text problem, formation of mathematical knowledge, gamification technology, motivation, game technology

Formation of media competence at higher educational institutions: analysis of students – future teachers’s opinions

Introduction. Every year the world is witnessing changes in the information environment as well as the rapid growth of information volumes, which has a strong influence on people’s consciousness and behaviour. The formation of media competence is becoming relevant in these conditions; this issue is actively researched in pedagogical science worldwide. Therefore, media competence is viewed as an integral part of modern man’s education. When addressing the conditions of its formation at a pedagogical university, it is important to consider the opinion of students – future teachers. The aim of this article is to analyse students’ opinions in the sphere of media competence and to outline the conditions of its formation within the framework of a pedagogical university. Methods. The empirical study involved 112 respondents – students of the Institute of Historical, Legal and Socio-Humanitarian Education under Bashkir State Pedagogical University named after M. Akmulla (Ufa, Russian Federation). The main research methods comprised: analysis of pedagogical, psychological and methodological literature, Internet resources; study of pedagogical experience; observation (practice of creating conditions for forming media competence); interpretation of obtained results (survey of students aged 17 to 22 – the most active age group that is supposed to possess media competence). Results. The study revealed the opinions of students – future teachers regarding the process of media competence formation in the conditions of higher educational institution, as well as to identify the level of their knowledge in terms of several components: information, interpretation (evaluation), security, knowledge. The obtained results substantiated the below conditions that are important to create within the period of training at a pedagogical university: organisational-pedagogical; psychological-pedagogical; pedagogical; material and technical; strategic. Conclusion. Pedagogical university students have certain knowledge in the sphere of media, albeit segmentary. In order to structure this knowledge, it is necessary to add a number of skills – those connected with the use of social media, mobile and distance learning, cloud technology – to the list of skills to be developed in pedagogical education. The use of media and information technologies in evaluating educational outcomes of pedagogical university students (e.g., demonstration examination) is specifically important in the appraisal system.

National and regional experience in the implementation of environmental education for sustainable development and preservation of regional natural and cultural heritage

Aim. The article is to identify effective conditions for the development of ecological culture in Dagestan schools in the interests of sustainable regional development.Material and Methods. To achieve this goal, adequate methods were used, taking into account the specifics of each stage of the work: analysis of scientific literature (psychological-pedagogical, methodological and environmental), regulatory and programme-methodical documents about the problem; observation, pedagogical experiment, testing, study of pedagogical experience and methods of mathematical processing of experimental results (%2-criterion).Results. The development of the global environmental crisis has set before society the task of survival and ensuring the existence of mankind, in the context of the concept of "sustainable development of mankind", considered as development that meets the needs of the present and does not jeopardize the ability of future generations to meet their needs. This allows us to state the relevance of introducing effective models of environmental education for sustainable development (one-subject, multisubject and mixed) into school curricula. The results of the study show the effectiveness of various types of ecologisation (subject, inter-subject and meta-subject) and the "mixed model". A textbook on regional ecology (Ecology of Dagestan) was developed, taking into account the specifics of the laws of functioning of the ecosystems of the planet and the region. With the inclusion of regional ecology in the "mixed model", school environmental education for sustainable development has been completed.Conclusions. Environmental education in the interests of sustainable development and preservation of the natural and cultural heritage of the region is effective in the greening of school disciplines and the use of a "mixed model", and the inclusion of a national and regional component in their content.

The nature and essence of interpersonal relations between the subjects of pedagogical activity

Introduction. The study provides an analysis of modern theoretical research and approaches to the definition of the concept of "interpersonal relationships". The article reveals the nature of interpersonal relations, the relationship between the teacher and the student, their nature of mutual influence on each other. On the basis of theoretical analysis, ideas are formed about the system of interpersonal relations, its components, the specifics of building in the pedagogical process. The main attention is paid to interpersonal relations between the teacher and the student, which act as one of the main factors forming behavioral motives, communication skills, emotional culture of the individual and setting a vector in the development of cognitive interests of the student.methods of information transmission, the nature of interaction, which is the key to building a quality educational process. Materials and Methods. The article uses the following methods: analysis of normative documents; analysis of the current state of the problem in scientific literature and practice; study of pedagogical experience; generalization. Results. Theoretical studies and educational practice confirm that the non-constructive interaction of subjects of pedagogical activity contributes to the formation of low knowledge indicators in the student, lack of motivation to learn, the emergence of conflicts, difficulty in communication andhinder the full development of the child's personality. Constructive, humanistic relations between the teacher and the student are a key factor in the successful solution of pedagogical tasks. Interpersonal relations of the subjects of the pedagogical process are mutually influencing, are the starting point in creating a favorable psychological climate in the group, satisfaction with the work process and contribute to achieving a positive result of joint activities. Discussion and Conclusions. The conclusion reveals the role of the teacher as a leading figure building interpersonal relationships with the student, and these relationships occur in a complex system of interaction between student and teacher, students among themselves, family and school, teacher and teacher, who also influence educational and pedagogical interaction. The study of relations and interaction within the pedagogical dyad "teacher – student", the problems around which their main communications are formed, is based on the analysis of classical and modern scientific theories, the formulation of conceptual apparatus, the definition of forms of interaction, methods of information transmission, the nature of interaction, which is the key to building a quality educational process.

Formation of Readiness of Future Teachers of Vocational Training to Professional Self-Development by Means of Creative Competition

The relevance of the article is due to the need to train specialists capable of productive work in the conditions of accelerated innovative development, the transition to the use of technologies and equipment of a higher level. This determines the problem of readiness formation for professional self-development, which is especially significant for vocational training teachers who are directly involved in the reproduction of the labor force and are capable of carrying out engineering and technical activities at enterprises and organizations in various sectors of the economy. The authors pointed to the insufficient degree of development of the problem of formation of readiness for professional self-development among future teachers of vocational training, taking into account the multifunctional nature of their work, which is due to the requirements of educational standards. This determined the purpose of the article to identify the essence of professional self-development of a teacher of vocational training and the features of its formation by means of a creative competition. Methods of analysis, synthesis, generalization, systematization, study of pedagogical experience, conversations and observations, as well as leading positions of system and project methodological approaches were used to conduct the research. The author’s definition of professional self-development of the future teacher of vocational training is presented. The potential possibilities of creative competitions in solving the problem of forming the readiness of students of the direction of training “Professional training (by industry)” for professional self-development based on project planning, which underlies the content of creative competitions and corresponds to the nature of the activity of a teacher of vocational training, are indicated. The experience of preparing future teachers of vocational training at the Lugansk State Pedagogical University for participation in creative competitions is characterized. A systematized list of competencies formed by students at different stages of preparation and participation in creative competitions is presented. Ways of organically combining the possibilities of educational and extracurricular processes in the preparation of future teachers of vocational training for participation in creative competitions and the development of the content of such training, which in general will contribute to the formation of students’ readiness for professional self-development, are proposed. Keywords: professional self-development, vocational training teacher, professional and pedagogical activity, readiness for professional self-development of future vocational training teachers, creative competition, project method

THE TEACHER’S PERSONAL QUALITIES OF PRESCHOOL EDUCATION INSTITUTION AS AN IMPORTANT COMPONENT OF PROFESSIONAL TRAINING

Introduction. Today, modern society needs well-developed, socially active individuals who have the basic scientific education, the rich internal culture. Despite the fact that any specialist needs deep knowledge, professionally significant personal qualities are especially important for the pedagogical activity of a preschool teacher. Purpose. To analyze the psychological and pedagogical literature on the development of the teacher’s personal qualities.To determine the educator’s main personal qualities of the preschool institution. Methods. To achieve this goal, a set of interrelated methods of scientific research was used: analysis, synthesis, concretization, classification, comparison, generalization of scientific sources on the research topic; study of pedagogical experience. Results. Of course, the effectiveness of preschool education depends not only on the programs of education and upbringing, but also directly on the personality of the teacher. Therefore, the educator must be friendly, open to students and parents, be able to establish cooperation with all participants in the educational process in everyday life, as life provides the greatest opportunities for the development of preschoolers. According to O. Kononko, an important task of higher education institutions is not only high-quality professional training of teachers, but also the formation of personal competence of student youth, moral education in content and active in life, development of a holistic scientific picture of the world and adequate self-image. T. Ponimanska singles out the main personal qualities that are necessary in the professional activity of a modern educator of a preschool institution.These include the ability to reflect and control the results of pedagogical activities, cooperation with the child on the basis of humanization, development of his personality, ability to emotional and moral support of the child, the desire for emotional intimacy in communication with it, focusing on psychological comfort and timely personality development. desire to replenish knowledge, engage in self-study and self-education to improve their pedagogical skills, the ability to identify and take into account the interests of children in education and their right to respect. Today, domestic and foreign scientists have more than 120 professional qualities of a teacher, which, in our opinion, are important in the implementation of professional tasks. Let's highlight only those that are most common in the psychological and pedagogical literature.These include emotionality, camaraderie, plastic behavior, the ability to understand and manage children, love and interest in children, empathy, content and brightness of language, pedagogical tact and pedagogical demands, and others. Obviously, if we talk about a holistic personality, it is not always possible to find the right qualities in one person, but the aspirations and persistence of the future teacher will make the process of mastering personal qualities more effective. Originality. The basic personal qualities that are necessary in the professional activity of a modern educator of a preschool institution are determined. Conclusion. Thus, an educator is not just a person endowed with a set of properties, characteristics, qualities. The educator is a person and a professional only if this set of properties is a single whole, which is based on the motivational sphere, which provides social, cognitive and professional-pedagogical orientation.The main personal qualities of a modern educator of preschool education include: humanism, kindness, sensitivity, tact, justice, self-criticism, openness, optimism, ingenuity, creativity, democracy, desire for self-improvement, activity, honesty, diligence, emotional stability, resilience pedagogical reflection, observation, empathy, prognosticity, communicativeness, politeness, endurance, attractive appearance, neatness, etc.

IMPROVING PARENTAL EDUCATIONAL COMPETENCE IN CAREER GUIDANCE FOR HIGH SCHOOL STUDENTS WITH HEARING IMPAIRMENTS

Introduction. The paper highlights the issues of improvement in the educational competence of parents of hearing impaired children in terms of the family considered as a system-forming determinant in the socio-cultural status of the child, which predetermines their further psychophysical and social development, and professional self-determination given special educational needs. Materials and methods. The study relies on the analytical methods (exploration and analysis of psychological and pedagogical scientific and methodological literature on the problem of research, study of pedagogical experience), diagnostic methods (questionnaires, analysis of documents, conversations), and statistical methods (quantitative and qualitative analysis of the results obtained and processing of experimental data). The results of the study. The study has identified the difficulties encountered by parents of high school hearing impaired students when discussing one of the most serious issues in a teenager’s life, i.e., the choice of a specialty and future profession. The stages of work with parents have been developed to improve educational competence in professional self-determination of students with hearing impairments; the criteria and indicators of parental readiness for career guidance of their children have been identified. Conclusion. The family plays an extremely important role in solving the problems of professional self-determination of individuals with hearing impairments since it forms the closest environment of the child, which builds 1) the child’s self-esteem; 2) the picture of the world; 3) their ideas about their place in the world around them; 4) professional attitudes and understanding of the world of the profession. Therefore, the style of upbringing and the level of interaction in the family, the development of children’s focus on success, the organization of an educational and developmental environment in family conditions help to overcome the emerging crisis associated with the need to choose their professional path. The results of the study include the development of stages of the work with parents of hearing impaired students on building their educational competence in career guidance for high school students in the family, with a focus on the special educational needs of hearing impaired children

Some issues of teaching physics in higher education in the context of a pandemic and ways to solve it

Currently, it is necessary to intensify the scientific activity of teachers-researchers to introduce new methods and technologies of remote learning into the teaching of physics to students. The results of the information search and the analysis of modern scientific and methodological literature show that the methodological system of teaching physics in higher education in the context of the pandemic is not developed. The methodological system in this article is understood as the relationship between goals and objectives, approaches, results, content, principles of activity, methods and techniques, forms and means of teaching. The analysis of scientific literature, documents in the field of higher education, the study of pedagogical experience, forecasting, systematization, observation, questioning, pedagogical experiment, the method of expert evaluation were applied in the study. According to the results of the study, it was concluded that the author's method of studying the topic «Nuclear reactions» as a part of the methodological system of remote physics training for high school students contributes more than the traditional one to obtaining the expected educational results in remote learning. The elements of the methodological system were successfully tested. Packages of accompanying materials were created, a digital handout was made, problem situations and cases were selected, etc. The relevance of the stated tasks is generally explained by the need to modernize the education system, the requirement to improve the quality of training in accordance with the development of the Republic of Kazakhstan and progressive world experience.

Improving the professional competence of teachers as a condition for educating intercultural tolerance of primary school students

The article analyzes theoretical and applied pedagogical research on the introduction of tolerance in educational process and the definition of effective pedagogical conditions for education of tolerance of primary school children. A wide range of pedagogical technologies for improving professional competence of teachers in pedagogical practice focused on development of various components of tolerance, as well as aimed at forming multicultural, interethnic tolerance, used a set of methods, introductory lectures, training seminars, exercises. The importance of the problem of education of intercultural tolerance of junior schoolchildren in the educational process of primary school, the study of pedagogical experience, providing information to specialists in the field of primary education on theoretical issues of education of intercultural tolerance of this contingent of children is outlined. Organizational-informational, practical, effective stages in the process of increasing professional competence of teachers in educating intercultural tolerance of junior schoolchildren are determined.

ЗАСТОСУВАННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ ЕЛЕКТРОТЕХНІКИ У ПРОЦЕСІ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ І ТЕХНОЛОГІЙ

Актуальність дослідження зумовлена реформою вищої освіти, зростанням вимог до професійної підготовки випускників закладів вищої освіти, потребою переходу від традиційного стилю викладання дисциплін до інноваційного. Мета: обґрунтування та експериментальна перевірка ефективності застосування інтерактивних методів навчання електротехніки у процесі професійної підготовки майбутніх учителів трудового навчання і технологій. Методи: аналіз наукової літератури, вивчення педагогічного досвіду, анкетування, бесіди, усне опитування з метою виявлення ефективності застосування інноваційних методів навчання, систематизація даних. Результати: визначено роль інтерактивних технологій у підготовці майбутніх учителів трудового навчання і технологій; з’ясовано, що організація освіти на основі компетентнісного підходу базується на посиленні практичної професійної спрямованості навчання, розвитку педагогічних здібностей і ціннісних орієнтирів студентів; доведено, що на лекційних заняттях перевагу варто надавати інтерактивному навчанню з елементами проблемного підходу; лабораторні заняття доцільно проводити за допомогою комп’ютерних програм з моделювання електронних схем; презентовано розроблену на засадах інтерактивного навчання систему підготовки майбутніх учителів трудового навчання і технологій на першому (бакалаврському) рівні вищої освіти з курсу «Загальна електротехніка та практикум з електромонтажних робіт»; обґрунтовано трикомпонентну структуру критеріїв та відповідних показників оцінювання рівня сформованості компетентності з електротехніки; здійснено експериментальну перевірку ефективності застосування інтерактивних методів навчання електротехніки при підготовці майбутніх учителів трудового навчання і технологій; доведено, що використання інтерактивних методів навчання позитивно впливає на динаміку сформованості компетентності з електротехніки. Висновки: підготовка сучасного вчителя трудового навчання і технологій повинна здійснюватися з посиленням практичної складової освітніх програм, а також матиме ефективність за умови системного використання інтерактивних освітніх технологій.

ПЕДАГОГІЧНІ УМОВИ АКТИВІЗАЦІЇ САМОВИХОВАННЯ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОЇ ШКОЛИ

У стаття розкрито особливості професійного самовиховання майбутніх педагогів професійної освіти, яке визначено, як цілеспрямоване формування соціально-моральних та професійно значущих якостей особистості і передбачає свідому роботу щодо постійного підвищення професійної компетентності задля досягнення педагогічної майстерності. Досліджено стан самовиховання майбутніх педагогів професійної освіти, виявлено, що для здобувачів вищої освіти характерним є низький рівень мотивації професійного самовдосконалення, оскільки приблизно половина опитаних сумнівається, що буде працювати за фахом. Доведено, що ефективна пiдготовка майбутніх педагогів професійної освіти неможлива без усвідомлення важливості і необхідності самовиховання та створення необхідних педагогічних умов для його активізації у закладі вищої освіти. Педагогічні умови розглянуто, як конкретні аспекти здійснення освітнього процесу та педагогічної діяльності, що сприяють активізації самовиховання студентів. Визначено умови для майбутніх педагогів професійної освіти, які були оцінені здобувачам вищої освіти щодо значущості та реалізації. Cеред умов найбільш дієві: використання можливостей навчальних дисциплін та практики для формування студентами компетентностей щодо самовиховання, посилення роботи кураторів академічних груп з допомоги студентам у складанні та реалізації програми самовиховання.

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE PHARMACEUTICAL WORKERS UNDER THE CONDITIONS OF IMPLEMENTATION OF INTERDISCIPLINARY ITEGRATION

The public importance and complexity of the profession of pharmacist requires a high level of professional training of students, their developed skills and appropriate methods of pharmaceutical activity. The study allows to consider the problem of formation of professional competence of the future pharmaceutical worker under the conditions of educational environment integration, which is directed on the comprehensive scientific and subject perception of professional knowledge, is focused on the further multi-vector professional activity of medical workers, is connected with the implementation of skills that determine the effectiveness of diagnostic, preventive, curative and evidence-based medicine. The solution of the above problem actualizes the social significance and complexity of the profession of a pharmacist, which requires a high level of professional training of students, their skills improvement and appropriate methods of pharmaceutical activity. The research was conducted using theoretical (analysis of psychological and pedagogical scientific sources) and empirical (observation of the educational process and the study of pedagogical experience in order to study the specific teaching of the course unit devoted to special scientific and subject trainings of pharmaceutical workers). The article presents the pedagogical approach to forming the professional competence (PC) of a future pharmaceutical worker at pharmacology lessons. The stages of formation of the PC are substantiated. The analysis of scientific and pedagogical works has shown that the application of integration involves the creation of a special educational environment by a teacher, which ensures the achievement of professional competence of the students during the process of their training. This is supported by the following principles of learning: integrity, compliance, scholarship, student-centered learning, activity approach, innovation, monitoring and diagnosis. The analysis of the conducted questionnaires of the students made it possible to determine the priority positions of the choice of the profession. The greatest influence on the choice of profession had the factors in favor of their own needs. One of the pedagogical conditions for the formation of a pharmacist’s PC is the integration approach to the organization of the educational process. Therefore, teaching of pharmaceutical disciplines takes into account interdisciplinary integration is in accordance with the scheme: basic disciplines (provisioning) - pharmacology - professional activity. Implementation of the integration approach in professional education will contribute to the achievement of the main goal: training a qualified specialist, a professional capable to work effectively taking into account worldwide and European standards, ready for constant professional growth, social and professional mobility.

ORGANISATION OF FUTURE LAWYERS’ RESEARCH AND CREATIVE ACTIVITY IN THE PROCESS OF WORKING WITH EDUCATIONAL PROJECTS

The article is devoted to the problem of effective organization of research and creative activity of future lawyers in the process of working with educational projects. The peculiarities of research and creative activity of future lawyers in working with educational projects are characterized as well as didactic guidance, used by future lawyers in working with projects, is provided. The relevance of the study is determined by the contemporary international framework of legal discourse, which determines the problem of education of future lawyers as a leading factor not only in the cognitive development of the personality of the lawyer, but also in the socialization of the legal world; contributes to the implementation of legal activities in accordance with the legal and civic ideals and models elaborated in the process of development of society; legal instructions and regulations. The research and creative aspect of the subject training of future lawyers allows us to analyze the process of national and international state-building as a means of characterizing complex socio-economic, political and spiritual processes. Implementation of educational projects in the study of jurisprudence and related disciplines is also actualized by the current tendency to associate legal education not only with the performance of official duty, but also to be the creator of a national state building. While the research was being carried out, some methods were used: theoretical (analysis of psychological and pedagogical literature), empirical (observation of the educational process and study of pedagogical experience in order to explore the peculiarities of the organization of research and creative activity of future lawyers). The motives of research and creative activity of future lawyers (the desire to contribute to solving socio-political, cultural, national and international problems) are determined. The educational project in the process of fundamental training of future lawyers is developed in accordance with the level of cognitive competence, which correlates with the level of theoretical knowledge, skills and habits of their application in the process of solving professionally oriented tasks and creative thinking. It has been proved that legal activity involvement induces future lawyers in the process of working with educational projects to process and analytically interpret information data acquired in the content of professional training (legal information as a constituent part of learning) with immediate and perspective. Further research will determine the analysis of the organization of distance (network) educational projects and their management.

Воспитание любви к малой Родине средствами краеведения в конце ХХ — начале ХХI века: опыт экспедиционного изучения дошкольных образовательных учреждений Пермского края

The article analyzes the experience of teaching the love for a small motherland by means of local history in Perm region preschool educational institutions in the late 20 th - early 21 st century. The forms, technologies, directions of interaction with social partners are described. The main sources for the analysis of valuable pedagogical experience in teaching the love for the small motherland by means of local history were the memories of managers and teachers of preschool educational institutions, annual plans of kindergartens and institutions of additional education, protocols of pedagogical councils, methodological developments of teachers and specialists, products of creative activity of children and adults. The relevance of the study is determined by the fact that the study of the experience of teaching the love for a small motherland by means of local history on the materials of the Perm region allow to reconstruct regional educational practices, to translate valuable pedagogical experience in the new time conditions and to determine the strategy for their further research. Based on the analysis of the materials received the pedagogical ideas relevant to the modern preschool education are revealed. The author emphasizes the idea that the study of pedagogical experience of kindergartens of Perm Krai will allow to focus on the ideas of sensivity of preschool childhood in the formation of value attitude to the small motherland.

Developing Pupils’ Civic Engagement in the Republic of Kazakhstan: New Approaches and Solutions

Objective: This study is aimed at searching and simultaneously developing favorable pedagogical conditions for the development of civilian competence among seniors in the educational space of modern secondary school. Methods: Research methods include theoretical - The analysis and study of investigated problem in the scientific literature, official documents; analysis of educational-methodical documentation; empirical - observation, interviews, surveys, modeling, interviewing, testing, oral and written survey, practical assignments, study of pedagogical experience at vocational schools; statistical - mathematical and statistical processing of the results obtained during the study. Findings: The experimental work implemented by a group of authors in the context of the study resulted in positive outcomes, which indicates enhancing the theoretical and methodological teachers' training level: knowledge of the essence of students' civic engagement, its constituent aspects, norms and principles of organizations; teachers' training for the implementation of active civic engagement in the process of organization of students' educational and non-school hours activities; the level of professional and pedagogical skills for engaging teenagers in a variety of activities, adequate to civil activity components. A comparative analysis of the experimental work content with the data on the positive dynamics of changes in the levels of senior pupils' civic engagement development in the experimental groups allows for the conclusion about the effectiveness of the scientific and methodological recommendations draft developed by the authors and the validity of the underlying general hypothesis of the study. Application/Improvements: In general, the efficiency of developing senior pupils' civic engagement in the educational environment of the secondary school will significantly increase if the model and the totality of pedagogical conditions developed during the pilot study will be implemented.