Vol 23, No 1 (2019)

Introduction. The article is concerned with the use of special electronic teaching tools to increase the students’ understanding of the subject and adaptation to the professional language environment of the host country, taking into account the mathematical education. Our purpose is to develop a methodology of multilingual support of mathematical courses in the host country to improve the effectiveness of students’ academic mobility using e-learning tools.

Materials and Methods. The basis of the research was methods of system analysis and descriptive and analytical methods, primarily experimental. To identify advantages of the proposed approach the methods of empirical research were used (observation and comparison). To prove the efficiency, classical methods of measurement were used.

Results: We analyzed the existing electronic learning environments and defined an e-learning environment Math-Bridge that allows for creating mathematical courses in several languages in parallel. For example, the e-training course “Optimization Methods” was developed in three languages for training Russian-speaking Master programme students. The comparative analysis of the target and control student’s groups showed that 100 % of the students in the target group achieved an excellent level of mastering competencies, while the control group has only 75 %. For the control group, the degree of motivation to mathematical studying has not virtually changed (increase by 0,86 %). In the target group the level of student interest to the mathematics increased from 0,9 % to 8,9 % (mean 2.21 %).

Discussion and Conclusion. The results described in the article will be useful for the staff of international departments, administrations and deans, as well as teachers of those universities that participate in the students’ international academic mobility programmes.

Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school.

Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods.

Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence.

Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.

Introduction. This article is devoted to the analysis of the process improving communicative qualities of graduates and future subject teachers through the integration of educational and extracurricular activities. The authors analyze main directions of implementation of interpersonal, group and organizational communication in teacher training. The purpose of the article is to substantiate the effectiveness of the program of developing communicative competences on the basis of project activities in the student scientific community by creating special diagnostic tools.

Materials and Methods. As a methodological substantiation of the study, the competence approach is considered; the implementation of the latter, in conjunction with the systemic, innovation-technological, qualitative, activity-oriented and personality-oriented approaches, provides a higher qualitative level of vocational training of future teachers. At the theoretical stage of the study, the foreign and Russian pedagogical theory, practices, standards and solutions to the stated research problem were analyzed. To confirm the effectiveness of the experimental results, methods of mathematical statistical analysis were applied and a special diagnosis was created, compiled in accordance with the Professional Standard of the teacher based on content analysis of the contents of the answers, in terms of the availability of linguistic units of positive and negative connotations. The practical part of the research involved the student scientific community of the Pedagogical Institute.

Results. Based on the created model for the content of the communicative competence of the future teacher, the author’s 72-hour program was developed for 6-month extra-curricular activities. It contained various forms of work: the implementation of brainstorming methods, communicative battles, a round table, essay writing, scientific stand-up, intellectual play, etc. The peculiarity of the program was that in each case, up to three roles were considered: coordinator, creative person, participant. The study presents a new perspective on the monitoring of the quality of education, in particular, the author’s diagnosis of analysis of communicative skills aimed at achieving goals of pedagogical activity.

Discussion and Conclusion. Practical application of the provisions identified in the study on the integration of educational and extracurricular activities for the formation of communicative qualities of students can be realized in the organization of the educational and educational space of a higher educational institution of the pedagogical profile. The qualitative approach used in the study to analyze the labor intensity of educational disciplines in terms of counting credit units to estimate competencies can be applied as one of the indicators of monitoring basic educational programs. The study will be useful for teacher trainers wishing to improve the educational space of various learning organizations for this profile of training.

Introduction. The problem of assessment and enhancement of social resistance of the Russian students is dealt with in the article. It focuses on the influence of a number of factors on the enhancement of social resistance among students under modern conditions. The authors give the first ever quantitative assessment of social resistance of students of higher education institutions in Russia. The purpose of the article is to examine the results of a study on the formation of social sustainability of students, to conduct on this basis an assessment of its level, to summarize the experience of developing and using special educational technologies that increase social sustainability and students' readiness for future professional activities.

Materials and Methods. The following methods are used: questioning, expert poll, comparison, decomposition, and the group analysis. Data from more than 40 domestic and foreign sources are analyzed. The study population included students of Russian typical regional universities, the sampling totality comprised 400 students of 13 state-financed universities from 5 federal districts of the Russian Federation. The study also involved 36 skilled experts.

Results. The research broadened the comprehension of the role and importance of the enhancement of student social resistance using special educational technologies. The coefficient of social resistance of Russian students (0.36) is not high enough. Also, the study revealed that for 50 % students the need of personal and professional development for successful employment in the future was a priority.

Discussion and Conclusion. Conclusions are drawn concerning the need to realize the system of dedicated measures directed to increase the social resistance of the Russian students. The paper addresses students and teaching staff of Russian higher schools, education authorities as well as scientists studying problems of students’ evolvement.

Introduction. This article presents the analysis of transformational changes in the Russian system of higher education. The authors aimed to develop a value-oriented model for the organization of educational activities. The concept of University 3.0 serves as a modern basis for ensuring the global competitiveness of national economies in the digital world.

Materials and Methods. The methodological approaches of the study were systematic, comparative and problem-chronological methods.

Results. The study expanded the understanding of the main stages of transformation in the higher education system in the Russian Federation. The results show that the destruction of the Soviet academic culture was accompanied by the destruction of the historical institutional balance. As a result, it became necessary to form new norms that define both the rules of interaction within the educational community and the place of this community in the overall social structure. The concept of Education 3.0 is designed to form these normative frameworks and ensure their interiorisation both in the pedagogical community and among students. It is revealed that in the modern Russian educational environment they are formed spontaneously, mainly due to the independent development of new technologies by students, while teachers continue to adhere to the previous educational concepts.

Discussion and Conclusion. The practical significance of the study lies in the proposal of specific measures, the implementation of which will form the reputation of the University, attract additional investment, enhance its competitiveness both at the domestic and international level. The timeliness of the study lies in the fact that the analysis of the educational reform was carried out taking into account the needs of value-based management. The results of the study will be useful for the management of higher education institutions to reformulate development concepts, as well as for the executive authorities to further reform the educational system.