No 5 (2023)

The article is devoted to the topical issue of pedagogical support for the formation of professional self-determination of schoolchildren in the single-industry town. The very process of formation of professional self-determination of schoolchildren is not new. At different times Russian scientists studied various aspects of the formation of professional self-determination: sociological, psychological, technological, pedagogical, professional development, methodological foundations, psychological and pedagogical support and scientific and methodological support. Over the past years, Russian scientists have been actively searching for new approaches to solving the problems of professional self-determination of schoolchildren and organizing this process. However, the issues of pedagogical support for professional self-determination of schoolchildren in single-industry towns, where negative socio-economic processes are observed (population outflow, closure or reduction of city-forming enterprises, limited number of qualified specialists, etc.), require theoretical and practical development, and, unlike federal and regional centers, there is limited amount of resources. The purpose of this study was to identify the conditions for the effectiveness of pedagogical support for the formation of professional self-determination of schoolchildren in a single-industry town. To achieve this purpose we used theoretical and empirical research methods: analysis and synthesis, modeling, design, pedagogical experiment, questioning, observation, methods of mathematical processing of the obtained results. The results obtained during the pedagogical experiment allow us to state that the effective conditions of the formation of professional self-determination of schoolchildren are: the implementation of pedagogical support at all stages of the process under consideration: diagnostic, design, activity, evaluation; designing the informational and educational environment of a single-industry town; organization of interaction between all subjects of the formation of professional self-determination of schoolchildren (educational organizations, parents, organizations of industry and the sphere of social services of the of a single-industry town – social partners). The results obtained in the study can be used in the educational practice of single-industry towns.

The cluster approach in modern Russian education is the most relevant development trend of the last decade. Theoretical and methodological foundations are being developed, methodological tools and conditions for improving the efficiency of this process are being formed. The article presents a study on the problem of using a cluster approach to solve the urgent vocational, educational and socio-economic task of qualified training and securing in the workplace of secondary medical personnel for extremely remote settlements from the regional center, such as the extreme northwestern point of the Tomsk region – Strezhevoye, as well as the most remote from Tomsk settlement the points are the village of Alexandrovskoye and the town of Kedrovy. The purpose of the publication is a theoretical justification of the use of the cluster approach in the system of secondary professional medical education in the Tomsk region, a description of the primary results of creation and testing and recommendations for use in other regions. The study included theoretical and empirical research methods. A theoretical clarification of the concept of “Integration and educational cluster” in the system of secondary vocational education is carried out, theoretical aspects of the implementation of priority trends of state policy in the field of vocational education are shown, a model of the integration and educational cluster of the system of secondary medical vocational education of the Tomsk region “Healthcare” is implemented. The backbone element of the cluster is the Tomsk Basic Medical College (hereinafter – TBMC).

The article reveals the essence, content and structure of independent work in the modern educational process of military universities. Independent work of cadets is considered as a set of measures aimed at studying the material by cadets according to the curriculum in a specially allotted time. It enhances such personal qualities of a cadet as initiative, self-organization, creativity, and is also a process of deepening and consolidating the educational material. Through well-organized independent work, there is an increase in the level of knowledge, organization, self-control and personal discipline. The role of independent work of cadets in a military university is obvious, since only through self-education can one achieve a depth of assimilation of theoretical knowledge, professional skills and abilities. Independent work is organized outside the classroom and performs cognitive, developmental, educational, stimulating, controlling and corrective functions, as well as the function of self-management and self-control. The study was conducted in three platoons of cadets of the first and second courses of the St. Petersburg Military Order of Zhukov of the Institute of the National Guard Troops of the Russian Federation. Its purpose was to identify the state of the problem under consideration and to search for effective forms and methods of its organization. In the course of the study, theoretical and empirical methods were used. Theoretical sources were analyzed, various theories of independent activity were compared. Empirical data were obtained using a questionnaire and interview method. At the final stage of the experiment, the method of expert assessments was involved. In the process of independent work, cadets prepare for lectures, seminars, speeches at conferences, and project work. At the same time, they can prepare for tests and exams. Independent work acts as one of the most important areas of educational activity in a military university and is mandatory for every cadet. Regular and well-organized independent work helps to increase the level of academic performance, initiative, determination, self-control. The cadets assimilate the educational material more effectively when their independent work is not only provided with the methodological support of the teacher, but is also competently controlled by the unit commanders, which was noted by 725 respondents. The study made it possible to identify the features of the organization of independent work in a military university, the difficulties in its implementation, to develop practical recommendations and proposals for improving the efficiency of independent work of cadets. It was found that increasing the efficiency and improving the organization of independent work in a military university is determined by the strengthening of the military professional training of cadets, the uniform distribution of outfits between the departments of the university, the well-thought-out organization of independent training of cadets, the availability of teaching aids, educational materials, information base, control by professorial teaching staff and unit commanders.

The issues of designing education in Russian in a Kenyan comprehensive school are considered in the aspect of organizing linguodidactic support. The goal and objectives of this activity are formulated, the complicating and enabling factors are analyzed, the stages in the work of a specialist in the implementation of subject education for Kenyan schoolchildren using the resources of the Russian language as part of general education, correlating with the periods of preparation in primary, secondary and high school, are highlighted. It is emphasized that interest in the problem is determined by the steady growth of the importance of multilingual and multicultural education in the modern world. The proposed approach, built on the basis of the achievements of modern ethnolinguodidactics, ethnopedagogy and methods of teaching Russian as a foreign language, is based on the priorities of the external state educational policy related to the promotion of a positive image of Russia in the modern international arena, including in the countries of the African continent, by means of the national language and national culture.

The experimental work on the implementation of the model of formation of the readiness of future teachers for the manifestation of pedagogical care is described. The present model is represented by conceptually-targeted, organizational-content, procedural-technological and evaluative-effective components that are interrelated and structurally conditioned, which makes it possible to introduce the model into the educational practice of the university through the implementation of organizational and pedagogical conditions. The effectiveness of the proposed model is proved by the results of diagnostics of the level of readiness of future teachers for the manifestation of pedagogical care, obtained as a result of using methods of mathematical statistics. The results presented in this article allow us to solve the problem of the need to develop the problem of the formation of the readiness of future teachers for the manifestation of pedagogical care in the conditions of the modern educational paradigm, and also resolves the contradiction between the general prerequisites available in science for the development of a system for the formation of the readiness of future teachers for the manifestation of pedagogical care, and insufficient scientific justification of the content and organization of this process.

It is the lack of working memory that is considered as the main reason for the difficulties in mastering mathematics. To overcome difficulties in mastering mathematics, computer trainers of working memory based on mathematical content are offered. If trainers do not have a mathematical component, but are aimed only at improving the functioning of the main components of a person’s working memory (articulation loop, visual-spatial notepad and central administrator), then classes with them do not lead to a noticeable improvement in academic performance, perhaps due to a significant lag behind current program. The computer trainers developed by the author and available on the site workingmemory.ru are aimed at both developing basic computing skills and training working memory. The subject of trainers was determined both on the basis of the author’s own observations and on the basis of an analysis of typical mistakes of USE participants published on the Federal Institute of Pedagogical Measurements website (fipi.ru). At the time of publication, nine trainers have been created and tested. The trainers are available at workingmemory.ru immediately after registration. The paper presents the data of approbation of trainers in the preparation courses for the Unified State Examination and their comparison with the results of studies by other authors. The average time to complete one calculation task is presented, practical recommendations are given. The use of author’s trainers as a tool for developing computational skills, increasing the efficiency of mathematics classes and training the working memory of students is substantiated.

The article reviews the issue of risky behavior in the online world – the bullying behavior in the Internet. It gives a description of the phenomenon of cyberbullying and how it negatively affects the mental and emotional state of children and adolescents. Particular attention is paid to the spiritual and moral qualities of personality – personal spirituality and empathy, as determining factors in the process of cybersocialization of a child. The article describes the main diagnostic tools used by the authors – E. G. Norkina’s «Our Class» technique, M. Davis’ «Interpersonal Reactivity Index» adapted by T. D. Karyagina, N. A. Budagovskaya, S. V. Dubrovskaya and A. Husain and M. Anas’ «Spiritual Personality » questionnaire adapted by G. Ozhiganova. It provides the results of a research survey held among adolescents in the city of Tomsk. The study presents the bullying structure of schoolchildren, determines the level of spirituality and empathy of modern adolescents. The results revealed that the indicators of spirituality and empathy of modern schoolchildren in general are at an acceptable level. There was also established a connection between the indicators of personal spirituality, empathy and the implementation of cyberbullying. The results of the study revealed that the lack of development of spirituality and empathy may be associated with an increased risk of aggressive behavior, specifically cyberbullying.

The article presents an overview and analytical consideration of the professionalization of pedagogical thinking as a long process of mastering the chosen profession, arising in the pre-university period and continuing at the university and postgraduate stages of training and advanced training. It is proved that the professionalization of the teacher’s thinking is accompanied by the development of his personality through the actualization and implementation of the supra-situational level of problem detection in the professional activity performed. Resource opportunities are characterized by personal orientation of thinking as the basis of creative self-realization of the teacher. This orientation is characterized by the establishment of supra-situational problemativeness, which allows the teacher to include not only situational, but also personal characteristics in the analysis of a pedagogical problem situation. Awareness of one’s own personal characteristics, which are important for the optimal resolution of the professional difficulty that has arisen, is the spiritual support of the teacher. Personal neoplasms arise when the teacher realizes what personal qualities are not enough to achieve the intended goal in the process of coping with the difficulties that have arisen. It is proved that habilitation is characterized by the development of potential intellectual capabilities that determine the stability and productivity of the teaching staff. Amplification as a method of semantic expansion of the semantic field in cognition and transformation of a difficult situation contributes to an adequate understanding of what is happening and provides an expansion of the valuesemantic orientation of the zone of development of one’s own capabilities.

The analysis of threats to the psychological security of the subjects of the educational process associated with the formation of a new, digital educational environment is carried out. Based on the results of the study, indirect and direct threats associated with activities both in the virtual environment in general and in the digital educational environment in particular are identified and characterized. It is concluded that the security of the digital educational environment lies not only in eliminating these threats, but also in using its capabilities to develop a system of value-semantic regulation of social behavior. The formation of a system of value-semantic orientations can be considered as an effective internal mechanism for ensuring psychological security. The principles of purposeful organization of this environment taking into account the requirements of psychological security are substantiated: assessment of threats associated with the use of digital means and the development of measures to limit them; assessment of the prospects of the planned digital means for personal development; determination, taking into account the identified threats and opportunities, of optimal digital means of organizing the educational environment; development of psychological and pedagogical technologies that meet the characteristics of the selected digital means; provision of conditions for internalization of social values in the process of indirect interaction between the subjects of the educational process.

The study expands the understanding of the role of personal factors in the implementation of creative activity. The novelty of the work is due to the study of the psychological defense mechanisms and barriers to creative activity that arise in the process of students performing creative tasks. When diagnosing psychological defense mechanisms, an integrated approach was implemented that combines the use of a test and the author’s scale of standardized observation at the time of creative activity in a specially organized experimental situation. Then, by the methods of factorial and correlation analysis, the structure of interrelations of personality defense mechanisms, barriers in creative activity and creativity were proved. Students who are characterized by immature psychological defenses (projection and regression) more often note a large number of obstacles in their work. Alternative options for psychological defense during the performance of a creative task were identified, showing varying degrees of effectiveness: students prefer more adaptive mechanisms of compensation or substitution, or a less adaptive mechanism - negation. More mature defense mechanisms (compensation and intellectualization) are accompanied by a higher level of creative characteristics, while more primitive ones (negation and reaction) are accompanied by their decrease. The results obtained can be taken into account when developing technologies for developing the creative potential of students through conscious work with the psychological defense mechanisms and barriers to creative activity.