Tomsk State Pedagogical University Bulletin
Welcome to the website of the academic journal "Tomsk State Pedagogical University Bulletin". The journal publishes scientific papers on the following subjects:
- 5.8.1. General Pedagogy, History of Pedagogy and Education (Pedagogical Sciences),
- 5.8.2. Theory and methods of teaching and education (by areas and levels of education) (pedagogical sciences),
- 5.8.7. Methodology and technology of vocational education (pedagogical sciences),
- 5.9.1. Russian literature and literature of the peoples of the Russian Federation (philological sciences),
- 5.9.2. Literature of the peoples of the world (philological sciences),
- 5.9.5. Russian language. Languages of the peoples of Russia (philological sciences),
- 5.9.6. Languages of the peoples of foreign countries (indicating a specific language or group of languages) (philological sciences),
- 5.9.8. Theoretical, applied and comparative-contrastive linguistics (philological sciences).
The journal is included in the list of the leading reviewed academic journals and publications, publishing the most significant results of doctoral and postdoctoral theses, as approved by the Higher Attestation Comission of the Ministry of Education and Science of the Russian Federation.
Publication frequency: 6 issues per year.
The website has an ARCHIVE that contains annotations of the articles, key words, information on the authors in Russian and English and also full-text versions of the articles.
The founder of the academic journal is Tomsk State Pedagogical University
The journal is included in the "Russian Press" subscription catalog. Index: 54235.
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Information on the Russian Science Citation Index
Information on published articles is regularly sent to the system of the Russian Science Citation Index.
- General information on the journal on the website of Russian Science Citation Index
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Dear readers!
The journal "Tomsk State Pedagogical University Bulletin" (TSPU Bulletin) publishes the results of modern research in the field of pedagogy, linguistics, literary studies.
The journal implements the tasks of promoting modern achievements and experience in the use of innovative technologies and various forms of educational activity in the field of humanitarian activity considerable attention is given to a multidisciplinary review of the current issues of literary studies, Russian studies and comparative linguistics.
Among the thematic directions of the journal are:
- Pedagogy: history of pedagogy and education, pedagogical and educational technology, inclusive education, comparative education, pedagogy of professional education, pedagogy of higher school;
- Linguistics: current issues of modern cognitive-discursive linguistics, cultural linguistics, medialinguistics, theory and history of language, communicative stylistics of the text; comparative studies in the field of linguistics;
- Literary Studies: Old Russian literature, problems and poetics of Russian literature of the XIX-XXI centuries; Russian-European literary connections, topical issues of regional literature.
Current Issue
No 2 (2025)
Diagnostics and assessment tools for soft competencies of students
Abstract
The rapidly changing conditions in the labor market require special attention to the training of university graduates. The employer today is interested not only in the professional competencies of graduates, but also in young people with soft competencies. Higher educational institutions become the vector of application of new technologies and transformation of the student training system. A sufficient number of domestic and foreign studies of scientists on the development of soft competencies of students do not always disclose methods for diagnosing and evaluating of them. Formally, the results of training (universal competencies) are spelled out in the programs of working disciplines, but it is not always possible to assess the level of their development in reality. The purpose of the study was justification of the choice of tools for assessing and diagnosing the level of students’ soft competencies in the process of higher education. In the description of the training results of the Basic Professional Educational Program (hereinafter – BPEP), the Curriculum of the Linguistics 45.03.02 direction, the universal competencies of the students are enshrined, allowing the student to adapt to the rapidly changing conditions of the field of professional activity. The described labor functions of the Professional Standard "Specialist in the field of translation" disclose some aspects of professional activity that can be correlated not only with the field of translation studies, but also with any other. The results of a study in the field of linguist training by the teaching staff (hereinafter referred to as TS) of the Higher School of Foreign Languages and Translation studies (hereinafter referred to as Higher School) of Kazan Federal University: participation in the project "Open Model of Education: Formation of Universal Competencies" – KomPas, development of the competence profile of the translator «Soft skills 2030» of the Consortium of Universities (KFU, NRU HSE, ITMO University, Ural Federal University, TSU, Tyumen State University) allowed us to highlight the demanded flexible competencies based on the analysis of labor market requests and expert opinions in this area: goal achievement and self-development, self-presentation and etiquette, effective communication, time management and self-organization, critical and systemic thinking, interpersonal and intercultural interaction/teamwork, leadership, decision-making and responsibility, creativity and motivation, stress management. The participation of TS of Higher School in the above projects required the improvement of the BPEP and the creation of a base of diagnostic tools.
Tomsk State Pedagogical University Bulletin. 2025;(2):7-14
7-14
Professional identity of the individual in the context of Industrialization 2.0 in the Russian Federation: pedagogical aspects and innovative methodological approaches
Abstract
The transition to industrialization 2.0 – a modern technological mode in conditions of an acute shortage of personnel, a low level of their qualifications, negative competition changes the paradigm of employment and actualizes the professional identity of the individual with a focus on high-tech spheres, primarily industrial production, supported by artificial intelligence, digitalization and automation. In these conditions, the demand for a new nomenclature and content of competencies increases, which represents the guidelines for methodological innovation and determines the initial principles of such work – consistency, individual approach, gamification, design of the educational and professional route of the optant. On the example of SibGIU, the possibilities of the vocational orientation system are shown. The analysis, synthesis and generalization of theoretical research in the field of professional definition and orientation, the Doctrine of Industry, the Unified Model of Vocational Orientation of the Population, the leading provisions of the anthropological and convergent approaches made it possible to formulate contradictions between the current state of the labor market and the possibilities of education to reproduce personnel of the necessary qualification and nomenclature. Institutional opportunities for overcoming the axiological heterogeneity of representatives of individualistic and collectivist Russia in the management of employees are revealed, the principles of a human-centric society are formed, representing an acmeological and civilizational turn in public consciousness, which can be implemented on the basis of the mental concept of professional orientation at the pre-professional, professional and post-professional levels. The author reveals an actual mechanism of professional definition, relevant to the needs of the labor market, but also representing the contract between citizens and the state as mutual obligations in relation to employment and satisfaction of the hierarchy of personal needs. The content of the processes of professional identification, immanently representing the quantitative and qualitative transformation of the personality, as a transition from sociality to professionalism and in a modified form again to sociality, is determined. The targets at the individual and public levels are indicated, representing clusters of tasks implemented in the stratagems of the country’s socio-economic development, which are essentially a civilizational turn in mentality. The initial foundations of mental conceptualization are determined.
Tomsk State Pedagogical University Bulletin. 2025;(2):15-24
15-24
The image of a modern teacher and student in the minds of first-year students – prospective educators: the results of an empirical study
Abstract
The changing environment of schools and education systems call for changes in the type of teachers and their personal and professional characteristics. The generation of students is changing its parameters too. How does the teacher of today appear to their students? How do schoolchildren see each other? We tried to get answers to these questions by using the projective method «Pishu-Risuyu» for the first-year undergraduates majoring in education at Vyatka State University. This article aims to share the results of this projective method with the pedagogical community to create an image of a modern school teacher and student. The scientific novelty of the article lies in molding the “image” of a school teacher on the basis of empirical data “from students”, taking into account their individual and personal characteristics, in particular, the modality of information output. The study revealed that the “image” of a modern teacher is composed of the following characteristics: a creative, intelligent, patient, responsible person who complies with the norms of pedagogical ethics (tactful), who understands their students; b) the “image” of a modern student consists of the following parameters: inquisitive, active, creative and imaginative, proficient in IT technologies, attentive, but dependent on gadgets, cunning, and therefore lazy, but self-developing, diligent, hardworking, responsible, communicative and independent in behavior representative of the “Z” generation. Research methods: the projective method «Pishu/Risuyu» («I Write and Draw») is the main tool for collecting empirical database; ranking, methods of qualitative data processing, construction of graphic objects, analysis, synthesis, modeling (images of teacher and student), and interpretative method are all part of the process. The theoretical significance of the article lies in the confirmation / denial of some characteristic features of a modern teacher and secondary school student, identifying the transformation of ideas about the main and priority characteristics of a teacher and student, which can serve as some factual basis for confirming / clarifying generational theory. The practical significance of the article is determined by the creation of the “images” of the teacher and student, which can be taken as some guidelines for the development of personal qualities of these subjects. The obtained data can be utilized in the development of teaching strategies at universities and in the implementation of additional vocational education programs for certified teachers.
Tomsk State Pedagogical University Bulletin. 2025;(2):25-35
25-35
The history of the formation and importance of German sports and gymnastics societies in the patriotic education of young people
Abstract
The study of the accumulated experience of national physical education systems in the context of their patriotic education of young people, the study of "mistakes" and the most effective practices of organizing sports and patriotic education, is a key factor in the process of solving the tasks set by the President of the country and the government. The relevance of the study is emphasized in a number of government documents and reflects the objective request of the state to restructure the existing system of patriotic education of young people. The article examines the history of the formation of sports and gymnastic societies in Germany in the XIX-early XX centuries, identifies German teachers who stand at the origins of the use of physical culture and sports activities for the purpose of patriotic education of young people. The purpose of the study is a retrospective analysis of the formation of sports and gymnastics societies in Germany and their role in the patriotic education of German youth in the XIX-early XX centuries. Materials and methods of research. In the process of research, we used theoretical methods: analysis and synthesis, generalization, abstraction. The main research materials were digitized works of the creators of the German gymnastic system, the works of the founders of the national history of physical culture, scientific publications considering the features of the militarization of the younger generation in Germany in the late XIX – early XX century. As the results of the study, 4 stages in the history of sports and gymnastic societies in Germany of the XIX – XX century and their functions in the patriotic education of young people were identified: the period of the origin of gymnastic schools associated with the activities of Fit and Guts–Mouts, the introduction of gymnastic training in general education organizations, the prerequisites for the use of the educational function of physical culture; the period of strengthening associated with the activities of F. Jan, the development of the gymnastic movement and the strong relationship between physical fitness and patriotic education; the period of "struggle" associated with the imposition of state control in matters of nationalist education of German youth and the response of society in the form of organizations of "Migratory Birds"; the period of nationalization, complete subordination to the state of sports and gymnastics societies, the implementation of ideological "processing" of the population with their help.
Tomsk State Pedagogical University Bulletin. 2025;(2):36-42
36-42
METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
Logical-content lines between physics and mathematics as a basis for professional teacher training in a modern pedagogical university
Abstract
The article deals with the problem of formation of professional competencies related to applied and functional aspects of the respective disciplines in a modern teacher of mathematics and physics. Justifications of the necessity to take into account the interrelation between mathematics and physics are given. The authors, emphasizing the logical and substantive interdisciplinary links between physics and mathematics, offer to solve methodological problems, which are illustrated by the example of considering such concepts as «function» and «motion». In accordance with the theoretical analysis of logical and substantive interdisciplinary lines between mathematics and physics, the necessity of coordinated formation of mathematical and physical concepts in the process of teaching students in accordance with specially developed organizational and methodological conditions is substantiated, and the developed program model for mechanics and the levels of its implementation in the practice of teaching students of a pedagogical university are proposed. In this case, the logical and content interdisciplinary lines are determined, first of all, by the presence of common fundamental and applied areas. The development of logical and content lines of interdisciplinary links between mathematics and physics was carried out on the basis of the methodology of systematic review, which allows to exclude subjective approach in interpreting data on the relationship between mathematics and physics, to identify trends in the development of the problem under study and to determine its significant theoretical and applied aspects. This methodology implies the use of a set of complementary methods: qualitative and quantitative analysis in order to identify the relationship between the program content of mathematics and physics; system analysis to identify structural and functional elements in describing the relationship between mathematics and physics; analytical grouping of programmatic teaching material and qualitative and quantitative characteristics of mathematics and physics sections. Implementation of the design of logical and content lines of interdisciplinary links between mathematics and physics was carried out on the basis of the logical approach. At the first stage, based on the practice of teaching students at the pedagogical university, an evidence-based approach to the problem under study was formulated. The selection of program material was carried out on the basis of a special model, for the implementation of which the logical and content lines of interdisciplinary links between mathematics and physics were developed. The systemstructural approach made it possible to develop the levels of program model implementation and develop a system of individual calculation and graphic tasks for training future teachers in a modern pedagogical university.
Tomsk State Pedagogical University Bulletin. 2025;(2):43-53
43-53
Developing Musical Thinking with Multimedia Lectures: Research Results
Abstract
The modern labor market requires graduates of professional educational institutions to have certain competencies in their field of specialization. The development of musical thinking, which includes a whole range of professional competencies in the field of musical art, including the field of music and computer technologies, becomes a priority goal in the process of professional training of music teachers. Musical thinking, as a type of specific thinking of a music teacher, allows you to quickly solve various professional problems and understand musical processes. A teacher with a high level of development of musical thinking is able to adapt teaching methods to the individual characteristics of students, promptly identify and respond to their needs and capabilities in the process of educational musical activity, fill the educational process with creative content, thereby arousing interest and maintaining a high level of motivation for students to master educational programs, promoting further professional self-realization. There is an obvious need to introduce innovative teaching methods that contribute to the effective and accessible acquisition of the necessary educational material during the learning process. Due to the fact that musical thinking has many manifestations, methods of activation, as well as assessing the level of its development in students, create a problematic situation in the learning process. As one of these methods, the study will consider the use of multimedia lectures aimed at developing musical thinking in future music teachers, since it is this ability that combines several competency characteristics of a specialist in the field of music and computer technologies. In this regard, this article will be one of the first to present the experience of using multimedia lectures in professional music education to develop students’ musical thinking, as well as the results confirming the effectiveness of this digital didactic technology. As part of the study, criteria and indicators of the presence of musical thinking among future music teachers were determined. An assessment was made of the level of development of musical thinking among students of the Russian State Vocational Pedagogical University (n=28). The results of a study of the effectiveness of using multimedia lectures in the process of training future music teachers are presented.
Tomsk State Pedagogical University Bulletin. 2025;(2):54-63
54-63
Tutor support of different groups of novice teachers in implementing the project “Professionalitet” to secondary vocational education institutions
Abstract
The importance of this study is determined by the need to understand the problem of filling the identified deficits of professional activity among novice teachers of secondary vocational education institutions (SVE) in the context of tutor support, ensuring compliance with the requirements of the federal project “Professionalitet”. The aim of the article is to consider the content of the components of the professional development of novice teachers of SVE and their formation in the context of the implementation of the new educational technology “Professionalitet” through the tutor support technology. The research methodology is based on the analysis of the concept of the new educational technology “Professionalitet”, which is based on an activity-based approach that ensures the formation of a highly qualified specialist who meets the requirements of the relevant industry. Research methods: analysis of the difficulties of the professional activity of novice teachers based on observation, the method of expert assessments, diagnostic interview, questionnaire. The author suggests the following components of the professional development of a novice teacher: motivation and value, reflexive and evaluative, methodological, and a component of the developing interaction between the teacher and students. The content of these components is based on the competencies necessary for the performance of professional pedagogical activity such as subject, communicative, methodological, psychological and pedagogical. Their content is connected with the fulfillment of the requirements of the federal state educational standards of vocational education and the new educational technology “Professionalitet”. The components of professional development are formed while tutoring different groups of novice teachers: specialists from various industries, young professionals with and without pedagogical education. The professional deficits of different groups of novice teachers and the forms of their tutoring are described in the article. The practical significance of this study is related to the possibility of filling the deficits of professional activity of heterogeneous groups of novice teachers of secondary vocational education institutions (SVE) through tutor support of their professional development. The results presented in this article reveal the possibilities of tutor support as a mechanism that ensures not only the transition of teachers to a qualitatively higher level of professional development, but also as a general technological toolkit of the new educational technology “Professionalitet”.
Tomsk State Pedagogical University Bulletin. 2025;(2):64-76
64-76
Analysis of insufficient learnability in English language learning
Abstract
The article analyzes the issue of insufficient learnability in foreign language acquisition. Despite substantial research in pedagogy and psychology, a comprehensive understanding of the causes and mechanisms leading to difficulties in mastering a second language remains underdeveloped. Students at higher technical institutions often encounter challenges in learning English, significantly limiting their professional and academic prospects. These difficulties can be attributed to various factors such as cognitive traits, hemispheric interaction, cultural differences, lack of motivation and time, as well as the influence of traditional educational methodologies, which do not always consider individual student needs. Lateralization of language function in adults significantly affects the processes of perception and processing of linguistic information. Changes in the bioelectrical activity of the brain during the learning of foreign languages reflect the division of activity between hemispheres. Cultural barriers, differences in teaching styles, and the perception of social interactions between cultures act as deep aspects that influence successful learning. The lack of a holistic approach to identifying and eliminating the causes of insufficient teachability leads to a decline in education quality, loss of interest in language study, and, consequently, limits students’ professional opportunities. In the context of globalization and the increasing role of English in international profes sional communication, addressing this issue becomes critically important. This study aims to identify key factors affecting insufficient teachability and to develop recommendations for adapting educational programs to enhance students’ success in learning English and strengthen their international competitiveness.
Tomsk State Pedagogical University Bulletin. 2025;(2):77-84
77-84
Pedagogical system of adaptive physical culture in the professional activities of military personnel with disabilities
Abstract
The article thoroughly examines the development and scientific substantiation of a military-pedagogical system of adaptive physical culture (APC) aimed at the rehabilitation, professional training, and effective integration of military personnel with disabilities (hereinafter referred to as MPwD) into professional activities within the Armed Forces of the Russian Federation. In the context of contemporary challenges and demands placed on the defense and security system, emphasis is placed on the necessity of modernizing professional education, improving the qualifications of personnel, and enhancing the preparation of specialists working with MPwD. The study includes a comprehensive analysis of scientific-theoretical foundations and practical approaches to building pedagogical systems, enabling consideration of the specificities of military service and the unique needs of MPwD. Special attention is given to the integration of innovative technologies such as functional state monitoring systems, virtual simulators, digital platforms, and software that facilitate the adaptation and development of military personnel with disabilities. An essential element of the development is the consideration of regulatory requirements and the implementation of individualized training methods that align with modern educational standards and international recommendations. The primary goal of the research is to form a comprehensive pedagogical system aimed at enhancing the physical, psychological, and professional readiness of MPwD to fulfill assigned service tasks, including their successful integration into military unit teams. The analysis of identified contradictions in theory and practice allowed the determination of key issues related to the integration of rehabilitative and educational components, as well as the development of personalized professional growth trajectories. The proposed methodological approaches are based on the principles of systemic, person-centered, innovative development, and axiological justification. The application of these principles facilitates the creation of a multifunctional pedagogical system that harmoniously combines the objectives of combat training and rehabilitation, adapting MPwD to fulfill their service duties, which in turn ensures the enhancement of the combat readiness of the Armed Forces of the Russian Federation.
Tomsk State Pedagogical University Bulletin. 2025;(2):85-93
85-93
THEORY AND METHODS OF TEACHING AND EDUCATION
Training project and training research: typical errors and their analysis
Abstract
The article is devoted to one of the key areas of modern education – project and research activities of schoolchildren. The authors note that in modern pedagogy, research work is defined both as a method of cognition and as the level of mastery of educational material by students. As a consequence, there is a change in the place and role of design and research activities in the Russian education system from an element of extracurricular activities to an integral component of the educational process. In this regard, the authors of the article drew attention to the considerable experience accumulated by schools and various types of educational organizations in the development and implementation of project and research activities. It requires reflection and evaluation. In the article, the authors attempted to give a balanced assessment of the existing experience in research and project activities. First of all, attention is drawn to the reasons for the actualization of design and research activities in Russian education and to the abundance of works devoted to various aspects of the design and research activities of schoolchildren at different stages of education (from the initial stage of school education to high school). At the same time, the authors of the article identified a number of important works that had the greatest impact on solving the problems of organizing students’ design and research activities. The authors of the article focused on typical mistakes that students make when performing research and design work. Based on an analysis of 437 works of students from different regions of Russia, the article presents an analysis of typical errors, a classification of errors is given, and their causes are identified. In the process of analysis, the authors relied on the criteria they developed for evaluating research and design work. The authors of the article do not claim to have a holistic picture, but the classification of errors they propose reflects key deficiencies in the formulation and implementation of design and research activities. The identified typical mistakes that are made by students, and therefore by teachers as work managers, are an opportunity to identify deficiencies in the education system itself. The presented classification of errors can help build a system of work with both students and teachers to eliminate the most common errors.
Tomsk State Pedagogical University Bulletin. 2025;(2):94-104
94-104
The use of artificial intelligence technologies in teaching foreign languages in higher education
Abstract
Technologies based on artificial intelligence (AI) have the potential to enhance different elements of the English as a Foreign Language educational process and streamline the daily tasks of a foreign language teacher in higher education settings. The objective of the article is to examine the educational value, benefits, and drawbacks of utilizing AI in teaching English as a Foreign Language within higher education contexts. Theoretical analysis methods were employed, including reviewing and examining scientific-methodological literature, along with Internet resources related to the research problem. Additionally, the educational practices of the author of this article were reflected upon. The educational value of AI technologies within the framework of EFL teaching are highlighted: creating personalized educational trajectories, ensuring interactivity of the educational process, facilitating independent work of students, automating control and evaluation procedures, increasing involvement in the educational process. The utilization of various AI platforms (including image generation platforms, chatbots, and specialized platforms for foreign language instructors) is outlined. A survey was carried out among educators at SPbPU to assess their attitudes and willingness to incorporate AI technologies into the teaching process. The conclusion drawn is that implementing artificial intelligence-based applications and tools within EFL education enhances the interactivity of the learning process, boosts student engagement, and streamlines the tasks of a foreign language educator. However, it is highlighted that enhancing the digital skills of educators is crucial for the effective and systemic incorporation of artificial intelligence into educational methodologies.
Tomsk State Pedagogical University Bulletin. 2025;(2):105-115
105-115
Classification of information sources according to the nature of its presentation from the perspective of teaching mathematics
Abstract
Mathematical activity is the exchange of information and its processing. Typically the focus is on learning to process information. For example, we highlight information processing at the level of: 1) standard algorithms; 2) standard activity strategies; 3) methodology. But working with information begins with its presentation, which is characterized by the language used, the pace and style of transmitting information, etc. But the influence of the level of fixation of the order of presentation of information units has not been studied enough. The purpose is to study different models of presentation of information units and their impact on the process of learning mathematics. The authors developed different models of presentation and primary perception of information units and built an axiomatic theory that helped to systematize and study the influence of different approaches to the presentation of information on teaching mathematics. The article presents a new approach to studying the influence of the order of information presentation on mathematics learning. This has both theoretical and practical significance, since the results of the study can be used to develop more effective methods of teaching mathematics, as well as to improve educational programs. During the study, three options for the presentation of information units and their primary perception were identified: sequential presentation of information units (oral speech), one-time presentation of all units of information with a fixed priority order of their analysis (text message), one-time presentation of all units of information with arbitrary order of their analysis (table, drawing). Each option has a different impact on the effectiveness of teaching mathematics. The authors came to the conclusion that it is important to take into account the order in which information is presented when developing educational programs and methods for teaching mathematics. This allows you to increase the efficiency of the educational process.
Tomsk State Pedagogical University Bulletin. 2025;(2):116-124
116-124
Model of development of readiness of undergraduate students of psychological and pedagogical education to make strategic decisions
Abstract
The author studies the problem of modeling the process of developing readiness of students in the field of psychological and pedagogical education to make strategic decisions in the changing cultural and educational space. The purpose of the article is to develop and present a conceptual model of developing readiness of students in the field of psychological and pedagogical education to make strategic decisions, taking into account the features of modeling in the higher education system. The study uses systemic, informational, axiological, activity-based, process-based, cognitive, cultural, neural network approaches. According to the object of the study the author generalizes philosophical, sociological, pedagogical and psychological theorethical ideas. To solve the research problem, the methods of theoretical analysis, synthesis, comparison, generalization, induction, deduction, analysis of schematic representations of models in education, modeling were used. Based on the analysis of scientific research, it is shown that the process of developing students’ readiness to make strategic decisions in the changing cultural and educational space at this stage of higher education development has been practically not studied, although it is an important psychological, pedagogical and social problem. Taking into account innovative trends in higher education, the goals of modeling have been defined: coordinating expert data and recording internal ideas about the object of research, which is affected by the flow of information revealed through the changing cultural and educational space. It is important that due to these goals, measurable and measured behavior of the individual will be presented. It is suggested that the level of students’ readiness to make strategic decisions in the changing cultural and educational space will qualitatively improve due to the introduction of psychological and pedagogical conditions (development of students’ motivation to accumulate a fund of knowledge about strategic decisions for professional and personal spheres of life, the use of educational influences aimed at harmonizing the individual in achieving success, accumulation of initial experience in making strategic decisions in the changing cultural and educational space). Practical application of this model for bachelor students of psychological and pedagogical education is possible in centers of personal development, organization of educational work of universities. The content of the model of development of readiness of bachelor students of psychological and pedagogical education to make strategic decisions in the changing cultural and educational space is summarized taking into account the features of its formalized description. The model is presented in a schematic form.
Tomsk State Pedagogical University Bulletin. 2025;(2):125-134
125-134
Organizational forms and content specifics of learning Russian in the Islamic Republic of Iran
Abstract
The article analyzes the current state and existing progressive trends in the development of the Russian language teaching system in Iran. The appeal to this topic is determined by the need for a comprehensive analysis of the needs of the Islamic Republic of Iran in learning the Russian language and in receiving education in Russian by young people. The purpose of the study is to analyze the current state of Russian language learning, the conditions for its further promotion and, on this basis, to propose a methodology for studying the basic course of the Russian language (substantive and methodological content) within the framework of the general development program “Starting to Learn Russian”. The following research methods were used: analysis and synthesis of scientific sources on the research problem to determine its initial provisions, systematization of data for the analysis and development of organizational and substantive conditions for studying the Russian language in educational institutions of Iran; direct observation, collection of information through purposeful perception and registration of organizational forms of studying the Russian language, analysis and generalization of the pedagogical experience of teachers of the Open Education Center in Tehran. The material for the study was analytical reports on the results of the events held in Iran, as well as the experience of teaching Russian within the framework of the general development program “Starting to Learn Russian”. The conducted analysis of the study of the Russian language in Iran showed that the most popular organizational forms are the course and university formats. In the school education system, the study of the Russian language has not yet received official status, but thanks to the interaction and joint efforts of Russianists of Iran and Russia, preparatory work is being carried out in this direction, in particular, schoolchildren interested in the Russian language are offered optional subjects and general development programs. It seems promising to continue studying the practice of teaching the Russian language at the Center for Open Education in Tehran and transfer this experience to educational organizations of the Islamic Republic of Iran.
Tomsk State Pedagogical University Bulletin. 2025;(2):135-143
135-143
The methodological constructor as a tool for organizing the professional training of future foreign language teachers (in terms of developing methodological competence)
Abstract
This article is devoted to the consideration of the possibilities of using a methodological designer in the process of professional training of future teachers of a foreign language at a university. The review of the existing definitions of the concept of “professional competence” is made, its structure is revealed, three main components are distinguished: linguistic, pedagogical and methodological. Methodological competence is understood as the ability to effectively plan, organize and implement the educational process, includes the ability of a teacher to choose and apply various approaches and teaching methods, as well as evaluate and adjust their activities taking into account the goals and needs of students. An attempt is made to apply such a tool as a methodological constructor to organize work on the formation of methodological competence of undergraduate students. It is the methodological designer, as a system designed to create and organize educational materials, curricula, that allows you to plan and model the educational process for the formation of methodological competence and bring it closer to the needs of the real professional activities of future teachers. The proposed methodological constructor includes two blocks: classroom and extracurricular activities. The first block contains the following components: 1) interactive lectures; 2) seminars; 3) project practice; 4) production practice and research. The block of the methodological designer related to the extracurricular activities of students includes: 1) participation of students in methodological competitions”; 2) participation in interuniversity and all-Russian Olympiads on pedagogy and theory of teaching and learning; 3) participation in student scientific and practical conferences. When implementing all the blocks of the methodological designer, it is recommended to use interactive and digital resources in order for the training to be of an active nature. Examples of the use of various digital materials in lectures and seminars on the discipline “Methods of teaching foreign languages” are given; a project carried out by sophomores in the framework of project practice is described; the All-Russian video tutorial competition on the methodology of teaching foreign languages is briefly described; the results of the All-Russian student scientific and practical conference “New technologies in teaching foreign languages”, which is annually held by teachers of the department, are analyzed theories and methods of teaching at the Moscow State University named after F.M. Dostoevsky. It is concluded that the methodological constructor allows teachers to comprehensively and flexibly approach the implementation of all requirements for the professional standard of a future foreign language teacher.
Tomsk State Pedagogical University Bulletin. 2025;(2):144-152
144-152