No 6 (2022)
TEACHER EDUCATION
EDUCATIONAL AND INDUSTRIAL PRACTICES OF JUNIOR STUDENTS AS AN EFFECTIVE METHOD OF FORMING THE PROJECT COMPETENCE OF FUTURE TEACHERS
Abstract
The article considers project competence as a component of educational competence and a necessary component of professional competence of a teacher. Based on the theoretical analysis, the definition of the project competence and the project competence of the teacher, the stages of the formation of the project competence of students – future teachers in the educational space of the university is proposed. The content of educational (introductory), educational (design-technological) and production (design-technological) summer practices of students is described. A study is described to assess the effectiveness of practices of 1-2 courses and their impact on the formation of students’ project competence. The main method of research we chose an expert assessment of the main components of students’ project competence: the ability to design activities (analyze information, formulate a problem, set a goal for project activities, plan activities and design the final product); the ability to organize project activities (implement project activities, monitor and adjust project activities, evaluate the result); the ability to communicate effectively (organize and plan educational collaboration) and creativity. Analysis of the results of the study showed that without specially organized purposeful work (students of the control (KG) group) project competence is not formed, and students of the experimental (EG) group there have been significant changes in all components of project competence under the influence of the educational and production practices implemented by us. Conclusion. Educational (introductory), educational (design and technological) and production (design and technological) practices are an effective method of forming the project competence of future teachers and thereby affect the development of educational and professional, in general, the competence of future teachers.
Pedagogical Review. 2022;(6):9-17
9-17
STRUCTURAL AND FUNCTIONAL MODEL OF THE DEVELOPMENT OF DIGITAL CULTURE COMPETENCIES OF FUTURE EDUCATORS
Abstract
Living in a digital society requires modern citizens to acquire various skills and abilities, the set of which constitutes digital culture and digital literacy. The definition of the concept of «digital culture competencies», a model for the development of digital culture competencies of future educators, consisting of three blocks, are proposed. The functional-target block reflects the principles, functions and purpose of its implementation. The content-technological block consists of the content, methods, means and forms of training. To develop the competencies of digital culture, the author’s computer training course «Digital culture and digital literacy of educators» has been developed and proposed. The performance-criteria block contains a description of the results of the implementation of the model, the levels of development of digital culture and diagnostic tools for assessing the competencies of digital culture of educators. The proposed structural and functional model ensures the full development of all competencies that make up the digital culture of future educators, which corresponds to the strategic direction of the development of the education system in the context of digital transformation and the interests of the individual in an actively developing digital society.
Pedagogical Review. 2022;(6):18-27
18-27
METHODICAL DIFFICULTIES OF MATHEMATICS TEACHERS IN MODERN SCHOOL
Abstract
Modern educational realities are such that the teacher must be ready for constant self-improvement, self-education in the field of professional activity. Changes in the content, technological, evaluative components of the educational process require the teacher to update and refresh the methodology of teaching the subject, which can cause certain difficulties. The purpose of the study is to determine the list of methodological difficulties for mathematics teachers and their causes based on the diagnosis of methodological competencies. To achieve this goal, both theoretical and empirical research methods were used. In the course of the research carried out by the authors, a number of methodological competencies of a mathematics teacher were identified – components of his professional competence: he is able to design the results of teaching mathematics in accordance with the current educational standards; is able to design the content of teaching mathematics, focused on the achievement of educational results by various categories of students; is able to design educational and cognitive activities of students in the process of teaching mathematics in accordance with modern requirements and on the basis of variable forms of its organization; is able to objectively assess the educational results of students’ mathematical training. The level of formation of these competencies was diagnosed through diagnostic work, self-assessment and expert assessment of the teacher’s activities. A number of methodological difficulties that teachers experience in the implementation of the process of teaching mathematics in modern conditions were identified. Possible reasons for the identified difficulties are identified and some recommendations for their elimination are indicated.
Pedagogical Review. 2022;(6):28-38
28-38
CONDITIONS ON FORMING UNIVERSAL SYMBOLIC LEARNING ACTIVITIES IN ELEMENTARY SCHOOL STUDENTS DURING CONSTRUCTION AND PERFORMANCE OF MULTI-PURPOSE CLASS ASSIGNMENTS
Abstract
The problem under review is formation of metadisciplinary results in elementary school students, most notably universal learning activity of modeling, which is considered by the renewed Federal Educational Standard for the elementary general education to be the basis for all metadisciplinary results. The symbolic skills of elementary school students are given an assessment. The reference is provided for the elements of the educational subjects for elementary school (concepts, actions, processes, teaching objectives, complete assignments), as well as for their practical application by the elementary school teacher. The formation of symbolic universal learning activities in the elementary school students, as well as the action of modeling, is to be performed during the completion of the multipurpose educational assignments, which have the increased didactic and methodical potential with metadisciplinary and subject-specific components. Performance of such learning activities by elementary school students results in discipline-related results, but also will form the universal learning activities of various types. Because the symbolic activities serve as a framework for all the universal learning activities, the assignments that pertain to the modeling activity are thus far the most impactful in the didactic sense, as their performance by the elementary school students trains the ability to plan further activities, perform them according to that plan, as well as the ability to perform all the types of logical universal learning activities. Inclusion of additional activities (testing, appraisal, communicative) will also promote formation of a broad spectrum of multidisciplinary results. The specification is provided for the organizational, technical and subject-related conditions that boost efficiency of the formation of the universal learning activities in the elementary school students.
Pedagogical Review. 2022;(6):39- 48
39- 48
HIGHER EDUCATION
DIGITAL TOOLS IN THE EDUCATIONAL PROCESS FOR THE DEVELOPMENT OF STUDENTS’ UNIVERSAL COMPETENCES
Abstract
It is generated a large amount of data in the modern world. The speed and quality of their transmission comes to the fore. Cross-cutting technologies allow to carry out efficient work with large amount of information, reduce the time for its processing. These technologies are developing, in particular, with effective use of digital tools in the educational environment. The article discusses digital tools that designed to help teachers in developing the universal competencies of students in technical fields. It is shown the relationship between digital and universal competencies based on the analysis of regulatory documents, scientific literature. The practical part presents the results of a survey of students in technical fields of Tomsk State University of Control Systems and Radioelectronics on the preferences for the additional development of universal competencies. The leading universal competence is the competence in teamwork and leadership according to the respondents. Students also give preference to the formation of competencies related to project management, self-organization and self-development. It is concluded that the choice of tools remains with the teacher and it should always be correlated with the educational results and competencies formed within the educational process. In addition, a high-quality digital tool expands the teacher’s ability to form students’ universal competencies, thereby increasing their motivation through the familiar digital educational environment.
Pedagogical Review. 2022;(6):49-61
49-61
DEVELOPMENT OF A SYSTEM FOR TEACHING MATHEMATICS TO FOREIGN STUDENTS AT A REGIONAL UNIVERSITY
Abstract
Ukhta State Technical University annually trains students from near and far abroad in bachelor’s and master’s degree programs in basic educational programs in Russian. Despite passing the propaedeutic mathematics course at the preparatory department, students experience significant difficulties in studying higher mathematics in the first year. The initial testing conducted for the purpose of the first diagnostics of knowledge in the field of mathematics and the Russian language showed that the majority of students make not mathematical errors related to solving equations, inequalities, etc., but linguistic errors related to misunderstanding of the verbal text of the subject content. The obtained test results, and the studied experience of teaching mathematics to foreign students in universities of the Komi Republic and other regions, served as a reason for the development of a special own teaching system. The methodological basis of the teaching system is the principle of gradual expansion of knowledge, skills and abilities in the language, subject-language and subject-thematic area in a non-native Russian language, ensuring the normalization of the linguistic load and the achievement of the planned teaching outcomes. The main components of the system are: the goals and content of teaching adapted to the teaching of foreign students; interactive teaching methods (interchange of topics, interchange of tasks, interdictants, etc.); collective organizational forms; specialized educational resources (didactic materials with methodically sound lexical and grammatical constructions, bilingual mathematical dictionaries, visualization of educational information, etc.). The search and development of effective organizational forms and methods of teaching foreign students are actual tasks that require a great personal contribution and professionalism of teachers, and productive cooperation with the educational structures of the university aimed at social and linguistic adaptation of students and support of the educational process. The ideas of teaching mathematics to foreign students put forward and implemented in pedagogical practice allow us to talk about the development of a system of teaching students who do not speak Russian well at th e university.
Pedagogical Review. 2022;(6):62-76
62-76
INTERCULTURAL COMMUNICATION SKILLS OF TRANSLATORS: THE OUTCOMES OF RUSSIAN UNIVERSITY TRAINING
Abstract
In the context of the introduction of the newly developed occupational standard for translators and the vitality of the modification of translator training curricula, the authors of the article discuss the diagnostic assessment used to evaluate students’ readiness for professional intercultural communication. It is used as an initial stage in the formation of professional intercultural strategic competency of translators. The abovementioned competency is defined in the article. The authors of the article are carrying out a research aimed at theoritizing and implementing a practice-oriented educational course devoted to developing professional intercultural strategic competency of translators. The main assessment tool at the diagnostic stage is a questionnaire incorporating elements of case-study method, comparing and contrasting, and reflecting analysis. Consisting of six parts, the questionnaire is aligned to the structure of professional intercultural strategic competency and the requirements of the national educational and the occupational standard. Each part features conclusion of high didactic value since it could be used as methodological guidelines for development of educational courses and handbooks on professional intercultural communication identifying further learning objectives. At the end there is a summative evaluation based on learner-supplied evidence with associated statistics. The materials may be used for the further theoretical backgrounding and development of the professional competencies of translators.
Pedagogical Review. 2022;(6):77-85
77-85
USE OF LOCAL HISTORY MATERIALS IN GERMAN LANGUAGE CLASSES
Abstract
Pedagogical regionalization as one of the types of a more general process of regionalization is a principle and process of formation, operation and development of education in the regions, the methodology, practice and effectiveness of which is the result of its regionalization. Changing of socio-economic conditions results in changing of the regionalization concept, leading to changes in the components of school and university education. The diversity of ideological priorities in regionalization provides a variety of methodological and methodical approaches in the formation, operation and development of school and university education. The regionalization of the educational process is often underestimated, resulting in formalism in teaching and upbringing. The reason is the lack of systematic knowledge about regionalization as a principle, socio-pedagogical process and result. There is a lack of sufficient understanding of regionalization as a process, and its results have not been fully revealed. Research in the field of regionalization of education is becoming particularly relevant in the context of globalization. It seems necessary to include information of a local history in educational and methodological complexes on a foreign language. Local history should be considered as a private aspect of regionalization of education. It is local history materials about nature, history, economy, people and culture of the region that will significantly complement the informative component of a foreign language speech.
Pedagogical Review. 2022;(6):86-94
86-94
EDUCATIONAL PROCESS
POTENTIAL OF PROJECT ACTIVITIES TO INCREASE MOTIVATIONAL RESOURCE OF HIGH SCHOOL STUDENTS IN ROBOTICS CLASSES
Abstract
Within the framework of the study, project activity was considered as an effective method and means of teaching, having a wide range of instrumental possibilities for mastering knowledge by students, activating internal motives in achieving results on mastering the system of operations in the process of practical activity. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of the application of the provisions of the project approach with the integration of digital technology tools in the organization of additional education classes to increase the motivational potential of students. Within the framework of research activities through the use of research methods adequate to the purpose: theoretical analysis in order to comprehend the information material accumulated in pedagogical science based on the results of scientific work of domestic and foreign authors, its generalization, systematization and interpretation, questionnaires, pedagogical observation and experiment, as well as statistical methods for mathematical analysis of the results of the experimental part of the study. The results of the study, expressed by the data recorded during the pedagogical experiment, indicate the effectiveness of the application of the provisions of the project approach with the integration of digital technology tools in the organization of additional education classes. The difference between the motivational potentials of students of the control and experimental groups averaged 27.45 points at the control stage of the pedagogical experiment, which gave grounds for stating the high efficiency of the proposed technology for organizing classes of the robotics circle of the municipal institution of additional education of the Tyumen region. The practical significance of the research lies in the possibility of applying its results in planning and organizing the activities of robotics circles in municipal institutions of additional education during the development of programs with the prediction of positive results of student learning.
Pedagogical Review. 2022;(6):95-103
95-103
SOCIAL SUCCESS OF THE FOSTER CHILD AS A FACTOR OF THE EFFICIENCY OF THE FOSTER FAMILY
Abstract
Social success determines social adaptation and acts as a backbone element of personal and professional self-determination of an adopted child. The purpose of the study is to study the social success of an adopted child as a factor in the effectiveness of a foster family. Material and methods: analysis of scientific literature; interval observations of the life of substitute families; analysis of diary entries of foster parents; surveys and interviews with foster children and foster parents, analysis of biographies of foster children, description, generalization and systematization of scientific data. The components of the social success of a foster child in the process of upbringing in a foster family are revealed. As a result of studying the life of foster families, positive and negative socio-psychological phenomena were identified. The key factor in increasing the efficiency of raising foster children is the conditions for the development of their social success, psychological and pedagogical support for social adaptation and readaptation of the child. The scientific novelty of the study lies in the presentation of structured data on the social success of the adopted child and its psychological and pedagogical conditions. The features of the manifestation of social success in the process of vocational education and self-realization as an adopted child as an adult have been established. As a result, the specific features of the behavior of adopted children in demonstrating the external and internal components of social success are highlighted, and the directions of socio-psychological and psychological-pedagogical work with them are presented.
Pedagogical Review. 2022;(6):104-113
104-113
MUSIC OF RUSSIAN COMPOSERS IN EDUCATION OF TEENAGERS AS PATRIOTS
Abstract
The article observes the problem of patriotic education of teenagers in modern condition of information war, which is also aimed at the younger generation. It marks the destructive influence of consumer subculture, domination of pseudo-art over true art and culture, which leads to deformation of value understanding about truth, kindness and beauty, sense of patriotism and love for Motherland. The irreplaceable role of art in the patriotic education of modern teenagers is substantiated by nothing else, since the emotional and sensual component (love for the motherland and its people, pride in past victories in the struggle for independence, cultural achievements of our time and attachment to native places) is the main content of the concept of «patriotism» and works of art. Music, in contact with the subtlest movements of the human soul, is closer than other forms of art to the very essence of the sublime in nature, society, and the individual life of a person. Examples of the realization of the educational possibilities of works by domestic composers of a patriotic orientation (A. P. Borodin, D. D. Shostakovich, G. V. Sviridov) by students-musicians during pedagogical practice in a comprehensive school are given. The choice of creations reflects different periods of Russian history: from XII century till our days. Justification of the methodical approaches in solving the problems of patriotic education of teenagers on the examples of listening and performance of the music of the Russian composers is confirmed by the data of oral and written interviews of 7th grade students, which allow us to estimate a fairly high level of their patriotic education at this age stage of development.
Pedagogical Review. 2022;(6):114-121
114-121
ORGANIZATION OF WORK WITH HISTORICAL LITERATURE ON THE TOPIC “CONTRIBUTION OF TOMSK INDUSTRY TO THE VICTORY IN THE GREAT PATRIOTIC WAR”
Abstract
This article is devoted to the topical issues of organization of project activities of patriotic orientation, related to the modeling creation of the historical projects. The basic part of the proposed historical projects is a resource information complex of the archival materials of The Great Patriotic War period and historical publications on the problems of this war. This article proposes a step-by-step technology for development of information: the first stage – the study of historical literature, including memoir literature, the second stage – the study of archival sources of wartime, the third stage – the development and presentation of a socially significant project product. This article pays serious attention to the specifics of direct work with the historical literature: more than 30 historical and Internet publications on mentioned problem are revealed, its multi-genre specificity is determined, which affects identification of objective information about activities of Tomsk defense industry during The Great Patriotic War. At the same time, the need for a critical approach to the study of historical publications written by non-professional historians is declared in order to avoid the use of unverified information. The first stage development of the local history patriotic project creates prerequisites for the further effective archival research of the stated problem. These provisions are proposed based on the experience of implementing the patriotic project of the Tomsk State Pedagogical University “Victory Map - 80”, dedicated to the contribution of the rear territories of the USSR to the victory in the Great Patriotic War (on the example of Tomsk).
Pedagogical Review. 2022;(6):122-130
122-130
FROM THE HISTORY OF EDUCATION
FORMATION OF A NETWORK OF PEDAGOGICAL EDUCATIONAL INSTITUTIONS IN SIBERIA AND THE FAR EAST UNDER THE CONDITIONS OF THE SOVIET MODERNIZATION OF EDUCATION AND THE INTRODUCTION OF GENERAL EDUCATION IN 1917 – THE BEGINNING OF THE 1930S
Abstract
In the first decades of Soviet power, the attitude to the problems of the development of education was directly related to the ideological guidelines for the rejection of the previous principles of the organization of education, including the obvious achievements of the pre-revolutionary school. The genesis of the Russian system of teacher education was largely due to the objectives of introducing universal education. At the state level, this problem was identified as early as the end of the 19th century, the decision to introduce universal primary education was made by the State Duma of the Russian Empire of the third convocation, but the implementation of the plan turned out to be possible only in the 1930s. In pre-revolutionary Russia, special pedagogical educational institutions worked in the system of the Ministry of Public Education - teacher’s institutes and seminaries. As a result of the Soviet reorganization of the system of teacher education, they were closed or transformed beyond recognition. The formation of a new educational system took place in the context of the revolution and the Civil War, which left its mark on the entire process, especially in Siberia and the Far East, which in June 1918 were outside the policy zone of the People’s Commissariat of Education. With the establishment of Soviet power in the region, a new wave of reorganization of pedagogical educational institutions began, which coincided with the period of «creative searches» of the People’s Commissariat for Education in matters of the structure of pedagogical education, the image of the Soviet «teacher – social worker», and teaching methods. The search for a new model of teacher training in the Soviet school against the backdrop of increased centralization of education management gradually led to the abandonment of experimental approaches to the organization of education. To a large extent, the experience of professional training of teachers was rethought and taken into account with certain adjustments in the content of education and upbringing of the future Soviet teacher. The program for the introduction of universal education in the USSR was carried out at an accelerated pace and was implemented in a short time, already in 1930–1934. in the USSR, universal compulsory education was introduced in rural areas in the amount of an elementary four-year school, and in cities and workers’ settlements – in the amount of a seven-year school. This required great efforts of the whole society and the state: in each regional center and, if there was such an opportunity, then on the basis of the former teacher’s seminaries and institutes, pedagogical institutes and technical schools, pedagogical courses of various levels and purposes were opened; significant financial and human resources have been allocated to create a network of teacher training institutions; the unification of the system of training of pedagogical personnel and the requirements for the qualification of a teacher was carried out.
Pedagogical Review. 2022;(6):131-148
131-148
PSYCHOLOGY
MODERN PARENTING: DIFFICULTIES IN EDUCATION OF EARLY AND PRESCHOOL CHILDREN
Abstract
In order to provide psychological and pedagogical support in the upbringing and development of children of early and preschool age, parents’ requests to the Center for Counseling Assistance were analyzed, which touched upon the issues of upbringing and development of the child without obvious deviations in development. Content analysis of hits was used as an empirical method. 2 conditional groups of requests were identified. The first group included appeals where parents wanted to get advice on how to properly educate (develop) a child. The second group included appeals where parents wanted to «correct» the existing unacceptable forms of behavior, communication, and activities of the child. The results made it possible to identify the most popular requests, analyze the difficulties of parents in upbringing, correlate these difficulties with age periods and developmental characteristics of children. It was revealed that the main share of requests is due to: a) parents have no idea about the age characteristics of children, b) use inadequate upbringing methods that lead to negative consequences. Questioning of parents made it possible to establish their desire to increase their competence in matters of family education, to determine the preferred forms of counseling, to identify the lack of ideas about the capabilities and functions of psychological counseling centers. The information obtained made it possible to formulate recommendatory measures to improve parental competencies through the organization of psychological and pedagogical education.
Pedagogical Review. 2022;(6):149-158
149-158
THE UNITY OF THE PERSONAL CULTURE OF THE SUBJECT OF KNOWLEDGE AND A PROFESSIONAL SPEECH ACT IN THE FORMATION OF PROFESSIONAL SPEECH CULTURE
Abstract
The formation of professional speech culture is associated with various aspects of the activity of the person in the process of cognition, reflects his personal properties and is reflected in the speech act. The relevance is due to the fact that under the conditions of ongoing transformations, it becomes necessary to revise and reassess the ideas about professional culture and comprehend the patterns of formation of the professional speech culture of the person in the process of cognition and the conditions for its formation. The purpose of the article is to formulate the principles of the formation of professional speech culture, due to the unity of the personal culture of the person in the process of cognition and the professional speech act. On the basis of theoretical and methodological analysis, the content of the concept of “professional speech culture” of the person in the process of cognition is derived, its connection with the external contexts of educational activity that influence the formation of the internal context of the person in the process of cognition is described; a speech act is analyzed as a unit of activity and its conditionality by theoretical contexts that influence the dynamics of change in the person in the process of cognition as they acquire a professional culture and develop and manifest their personal culture, forming a professional speech culture represented in a speech act. The practical significance of the article lies in revealing the unity of the personal culture of the person in the process of cognition and the professional speech act and formulating the principles for the formation of the professional speech culture of the person in the process of cognition.
Pedagogical Review. 2022;(6):159 - 167
159 - 167
DEVELOPMENT AND TESTING OF THE RUSSIAN-LANGUAGE VERSION OF THE QUESTIONNAIRE “PSYCHOLOGICAL CAPITAL” FOR THE USE IN HIGHER EDUCATION
Abstract
The authors have developed and tested Russian-language version of the questionnaire “Psychological Capital” (“PsyCap”) for use in higher education. This questionnaire was developed and based on the F. Lutans, K. Joseph and B. Avolio questionnaire. They created it for the needs of organizational psychology. B. Lutans, K. Lutans and S. Jensen modified it for the field of education. Psychological capital includes four parameters: self–efficacy (confidence in the successful achievement of goals and in solving problems); hope (the ability to redirect ways to achieve goals); optimism (is a positive attitude to success); resilience (is the ability to withstand difficulties). “PsyCap” questionnaires in various modifications (“PsyCap-24”, “PsyCap-12”) are widely used in modern psychology. There is no translation and adaptation of this questionnaire in Russian psychology, especially for the needs of higher education. It determined the relevance and purpose of this study. There are 130 students – future psychologists of Cherepovets State University took part in the survey. The authors checked their questionnaire and determinate it is reliability and validity. They do it by splitting the test into two parts. Authors use Cronbach’s alpha coefficient to check the internal consistency of each scale of the questionnaire, and the generalized indicator with all scales. Authors verify empirical validity by comparing the scales of the questionnaire with the results obtained using other known psychology tests. As a result, authors concluded that other researchers can use that questionnaire in the field of higher education to diagnose the psychological capital of students.
Pedagogical Review. 2022;(6):168-180
168-180
PECULIARITIES OF INTERACTION OF MOTHERS WITH FOSTER AND BIOLOGICAL CHILDREN
Abstract
The article is devoted to determining the peculiarities of parent-child interaction of mothers with foster and biological sons and daughters. The main hypothesis was the assumption that there are reliable differences in the interaction with children depending on their gender and depending on the form of parenting of mothers. The study included 218 mothers – 22 to 71 years (M=43.95; SD=10.01), of which foster mothers n=112 – 27 to 71 years (M=50.40; SD=7.69) and biological mothers n=106 – 22 to 55 years (M=37.32; SD=7.46). The mothers’ groups were conventionally divided into 4 subgroups, the first included foster mothers who described their interaction with foster sons (n=48), sons’ ages 3 to 17.5 years (M=12.25; SD=3.87); the second included foster mothers who described their interaction with foster daughters (n=64), daughters’ ages 4 to 17 years (M=12.84 SD=3.24); the third included biological mothers who described their interaction with their biological sons (n=52), their ages 2.9 to 19 years (M=10.61; SD=4.80); the fourth included native mothers who described their interaction with their biological daughters (n=54), the daughters 4 to 17 years (M=10.07; SD=4.49). The results of the study revealed significant differences with regard to foster sons, with whom foster mothers will be more strict than foster daughters. Compared to biological daughters and sons in biological mothers’ interactions with them, foster mothers in relation to their foster sons and daughters will exhibit more controlling behavior, inconsistency in educational tactics, and consider themselves more authoritative parents. The results of the study show that parent-child interaction in biological and foster mothers, depends not so much on the gender of the children, but on the form of their parenthood.
Pedagogical Review. 2022;(6):193-205
193-205
PSYCHOLOGICAL WELL-BEING IN YOUTH WITH DIFFERENT EXPERIENCE AND MOTIVATION IN VOLUNTEERING ACTIVITY
Abstract
Psychological well-being is an indicator of the realization of the potential of personal development. Psychological well-being is associated with the activity of the subject and requires special attention to the content of the activity. Age-psychological specifity of adolescence and youth is defined by selfdetermination and self-realization processes and personal subject’s activity becomes an important factor. Volunteer activity as a voluntary activity to help those in need provides ample opportunities for self-realization of the individual. The purpose of this research is to study the characteristics of the psychological well-being of adolescents with different experience and motivation for volunteering. The study involved 329 adolescents aged 14-18, of which 57.4 % were boys and 42.6 % were girls. The main hypothesis of the study was the assumption that the participation and motivation of youth volunteering are associated with a higher level of psychological well-being. Three methods were used: E. Clary’s Volunteering Motivation Questionnaire, the Warwick-Edinburgh Psychological Well-Being Scale, and the S. Lovibond Depression, Anxiety and Stress Scale. The results obtained allowed us to draw the following conclusions. Various components of psychological well-being are associated with the experience and motivation of volunteering. Gender differences were found in the nature of the relationship between the level of psychological well-being and participation and motivation for volunteering.
Pedagogical Review. 2022;(6):181-192
181-192
SCIENTIFIC REPORTS
METHODOLOGICAL FOUNDATIONS OF MODERN SCIENTIFIC AND PEDAGOGICAL RESEARCH: FROM CONTRADICTIONS TO CURRENT TOPICS
Abstract
The article is devoted to the definition of the essence of significant methodological characteristics of scientific and pedagogical research (contradiction - problem – topic) through the substantiation of their structural and semantic integrity from the perspective of modern pedagogical science. The key requirements for the formulation of contradictions, problems and topics of dissertation research, which are important to rethink in the present situation, are analyzed and summarized. The methodological foundations of some candidate/doctoral dissertations defended over the past five years in the dissertation Council of Tomsk State Pedagogical University are considered. Examples of correctly formulated topics, contradictions and problems of research in pedagogical sciences are given, taking into account the experience of the Dissertation Council at TSPU. It is shown how the scientific correctness of these formulations affects the content of the dissertation and the quality of the scientific results achieved. The current directions of pedagogical research in the field of education sciences are highlighted.
Pedagogical Review. 2022;(6):206-214
206-214
REVIEWS
215-217