scholarly journals Formation of research competencies in the mathematical education of future lawyers

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 104-110
Author(s):  
Serik Syrlybaevich Kairdenov ◽  
Nina Mihailovna Stukalenko ◽  
Gulnara Baynovna Turtkarayeva ◽  
Yerazak Manapovich Tileubergenov
Keyword(s):  
Personal Characteristics ◽  
Educational Process ◽  
Academic Disciplines ◽  
Mathematical Education ◽  
New Approaches ◽  
Research Activities ◽  
Quality Of Teaching ◽  
Research Competencies

This study is intended to reveal the processes of formation of research competencies in the mathematical education of future lawyer. The process of forming research competencies is presented through the prism of factorization of academic disciplines. The article demonstrates the need to fragment the educational process into segments, taking into account the needs of the student and his personal characteristics. The study confirms the need for a competent approach to the research activities of future lawyers. The importance and necessity of updating mathematical education is given. The authors come to the conclusion that despite some progress in the quality of teaching mathematical disciplines, the methodology of education still needs new approaches and further updating, taking into account the digitalization of education.

scholarly journals Satisfaction of Students with the Quality of Educational Services at Technical University

2020 ◽  
Vol 29 (5) ◽  
pp. 45-52
Author(s):  
D. V. Maltsev ◽  
D. S. Repetskiy
Keyword(s):  
Life Support ◽  
Educational Programs ◽  
Living Conditions ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Services ◽  
Cultural Environment ◽  
Full Time ◽  
Quality Of Teaching

Improving the quality of educational services is impossible without a detailed analysis of student satisfaction. Identifying weaknesses in the educational process and socio-cultural environment, as well as evaluating the dynamics of satisfaction in recent years will help to formulate a roadmap for managing the quality of education. The research was conducted at Perm Polytechnic University which is typical, therefore the findings of the research can be considered as representative.The article analyzes the results of a survey of 1126 full-time students, which was about 12% of the contingent (full-time). The sample is presented for all structural divisions: faculties and branches, as well as the content of questionnaires on blocks of questions. The results of the level of satisfaction with the quality of educational activities are analyzed, in particular: the content of educational programs, the implementation of educational programs, the conditions for ensuring the educational process, the quality of teaching, knowledge control and training. Positive assessment (satisfaction is more than 50%) deserve: the organization and conditions of the educational process, the content of academic disciplines in all cycles, the quality of teaching, the volume and quality of the library fund. However, some comments revealed dissatisfaction with the technical means, the quality of the content audiences, the organization of pedagogic assistance and students’ self-directed learning, schedule of classes, quality of teaching materials, organization of traineeships, quality control test, availability of laboratories and computer classes outside the classroom.The assessment of the socio-cultural environment considered aspects of the organization of students’ extracurricular work, the socio-psychological climate; the conditions of life support of the educational process (sanitary and social); socio-cultural activities related to the satisfaction of spiritual and physical needs of an individual; socio-cultural fostering. The main comments are related to the quality of social and living conditions (catering, living conditions in a hostel).The results of the survey showed the need for further research in order to form a generalized (complex) model for assessing the quality of the University activities.

Scientific journal in the educational space of the university

2021 ◽  
pp. 137-145
Author(s):  
Akhurbek А. Magometov ◽  
Boris A. Takhokhov
Keyword(s):  
Scientific Journal ◽  
Scientific Publication ◽  
Educational Process ◽  
Teaching Staff ◽  
Perspective View ◽  
Research Activities ◽  
The University ◽  
The Impact

The article presents the authors ‘view on the activities of the scientific journal” Bulletin of the North Ossetian State University named after K. L. Khetagurov”. The relevance of the article is due to a significant increase in the role of research work of teachers and students of universities and the requirements for their publication activity; the importance for the university of having highly rated scientific journals and the increasing importance of the scientific publication of the university for improving the training of students. At the scientific and theoretical level, the changes that were determined by the modernization of education in the country and the need to improve the quality of scientific publications in accordance with the vector of development of international high-ranking publications and the desire of the university management and the editorial board to keep the journal in the trend of modern science are understood. Attention is paid to the problem of evaluating and reviewing scientific articles, the idea of the impact of reviews on the development of scientific knowledge is justified; the systematic work of the editorial board on the introduction of scientific research into the educational process of the university is shown. The new tasks of the editorial board are considered, the solution of which will contribute to improving the quality of the publication and the research activities of the teaching staff and students of the university. The purpose of the work is to substantiate the author’s approach to the current state, functioning and perspective view of the development of the university scientific publication and to determine its place in the modern scientific and educational space. The research methodology is based on systematic, activity-based and culturological approaches using such methods as systematization, generalization, analysis, description and comparison.

scholarly journals Assessment of future teachers' satisfaction with the conditions for the implementation of Russian-Chinese joint educational programs

2021 ◽  
Vol 53 (5) ◽  
pp. 110-124
Author(s):  
Luo Wanqi ◽  
◽  
Elena L. Bolotova ◽  
Keyword(s):  
Student Satisfaction ◽  
Research Work ◽  
Educational Programs ◽  
Technical Support ◽  
Educational Process ◽  
Research Activities ◽  
Moscow Institute ◽  
Pedagogical Orientation ◽  
Students Satisfaction

The relevance of the research is due to the need to increase the competitiveness of joint educational programs of pedagogical orientation in the system of Russian-Chinese relations in the field of higher education. The student satisfaction indicator not only indicates the attractiveness/unattractiveness of the educational program, but also allows you to identify the most vulnerable places in the organization of the educational process. The purpose of the study is to identify ways to improve the conditions for the implementation of Russian-Chinese joint educational programs of pedagogical orientation. Materials and methods. The study applied a descriptive method to conducting a survey of students studying under the bachelor's degree majors "Preschool Education", "Music Education", "Fine Arts" at the Moscow Institute of Arts of the Weinan Pedagogical University (Province Shanxi). 198 graduates participated in the questionnaire, accounting for 77% of the total number of graduates from the Moscow Institute of Arts. The study was conducted using the author's questionnaire, compiled taking into account the practice of assessing student satisfaction at Moscow Pedagogical State University and the recommendations of the Ministry of Education of the People's Republic of China on the evaluation of joint Chinese-foreign educational programs. Results. In the study, the assessment of students' satisfaction with learning was carried out in five directions: satisfaction with the quality and content of training, satisfaction with the organization of the educational process, satisfaction with the material and technical support of the educational process, satisfaction with the organization of research activities, satisfaction with the socio-psychological climate at the institute. The study found that students' satisfaction with the organization of the educational process (68.2%) and its material and technical support (66.92%) was the highest, compared with their publishing activities in research work (60.4%). Despite the impossibility of implementing programs under the "3+1" scheme, due to the COVID-19 pandemic, the internal motivation of students during online training in the "4+0" mode did not decrease, which led to the preservation of the contingent of students throughout the entire period of program implementation. Discussion and conclusion. The research results have practical significance for managers, employees and teachers of pedagogical universities participating in the implementation of Chinese-foreign joint educational programs, as well as for representatives of the scientific community dealing with the problems of ensuring the quality of such programs. Further research of students' satisfaction with studying under Russian-Chinese joint educational programs for teacher training can be aimed at analyzing the quality of implementation of such programs at the level of academic degrees of students of pedagogical universities.

scholarly journals Problems of improving the quality of education

2020 ◽  
Vol 159 ◽  
pp. 09002
Author(s):  
Bakhyt Baitanayeva ◽  
Zhanara Aubakirova ◽  
Aida Aitbembetova ◽  
Aida Sansyzbayeva
Keyword(s):  
Quality Management System ◽  
Teaching Method ◽  
International Experience ◽  
Educational Process ◽  
Quality Of Education ◽  
Training Methods ◽  
Research Activities ◽  
Business Structures ◽  
Quality In Higher Education

The article deals with actual problems of improving the quality in higher education school, taking into account the world experience. First of all, attention is paid to the concept of the quality of education, interpretations of various scientists and specialists are given. It is noted that the quality of education in first of all, it depends on the competence and experience of the teacher and the modern technologies used teaching method. The article, based on international experience, concludes about the effectiveness of group learning methods. The article draws a conclusion about the effectiveness of group training methods based on international experience. Special attention is paid to the need to comply with the principles TQM and ISO series quality standards in the educational process. The need to implement a quality management system (QMS) in all universities of the country is emphasized. The article proposes to select students according to their abilities and inclinations to scientific -research activities or work in business structures. The educational process in universities should be aimed at the integration of science, education, industry (business). The article provides examples of successful activities of this chain.

scholarly journals Improving the quality of education: risks of virtual educational environment

2021 ◽  
Author(s):  
С.А. Ковчур
Keyword(s):  
Personal Characteristics ◽  
Legal Regulation ◽  
Educational Environment ◽  
Educational Process ◽  
Quality Of Education ◽  
Digital Learning ◽  
Negative Consequences ◽  
Effective Work ◽  
The Impact

В статье рассматривается проблема влияния рисков виртуальной образовательной среды на качество образования. С точки зрения педагогического взаимодействия как основы цифрового образовательного процесса выделяются риски, связанные с внешними организационными условиями реализации цифрового образования (отсутствие финансирования, принятие неэффективных управленческих решений, недостаточное нормативно-правовое регулирование, отсутствие материально-технического обеспечения, ограничение доступа к образовательным услугам), и психолого-педагогические риски (дидактические ошибки и недостатки в организации цифрового обучения, обусловленные неготовностью к деятельности в виртуальной образовательной среде участников педагогического взаимодействия, и их личностные характеристики, препятствующие эффективной работе). На основе анализа практической реализации проектных технологий даны рекомендации по предупреждению негативных последствий неготовности преподавателей и студентов к учебной деятельности в условиях виртуальной образовательной среды. The article deals with the problem of the impact of virtual educational environment risks on the quality of education. From the perspective of pedagogical interaction as of the basis of a digital educational process, the article highlights the risks associated with external organizational conditions of the implementation of digital education. Among them, there is a risk of a lack of funding, of making inefficient management decisions, of insufficient legal regulation, of a lack of logistical support, and of restricted access to education. Psychological and pedagogical risks are didactic mistakes and defects in the organization of digital learning, and personal characteristics as obstacles to effective work – both due to the unpreparedness of the participants of pedagogical interaction to work in the virtual educational environment. The author expresses opinion of the different degrees of such risks manifestation and the occurrence of consequences for the quality of education. Based on the analysis of practical experience in the implementation of project technologies, recommendations are offered to prevent the negative consequences caused by the unpreparedness of teachers and students learning in virtual educational environment.

scholarly journals The use of case technologies at the lessons of Mathematics and Informatics with the purpose of formation of metasubject educational results of pupils

2019 ◽  
pp. 152-157
Author(s):  
Yelena S. Smirnova
Keyword(s):  
Computer Science ◽  
Educational Process ◽  
Situational Analysis ◽  
Mathematical Education ◽  
Case Method ◽  
Technology Application ◽  
Thematic Content ◽  
System Activity ◽  
Case Technologies

This article is devoted to the application of modern educational case technology aimed at the formation of metasubject educational results of pupils in the educational process, namely in the lessons of Mathematics and Computer Science. The paper presents a model of case technology application based on the system-activity approach, including such components as the method of situational analysis, case method, method of discussions. The implementation of this model is described on the example of thematic content of mathematics and Informatics lessons of the 8th form. Each case-technology method is specified and examples of its use are given. The author comes to the conclusion that the systematic use of the described model of application of case technology in the lessons of mathematics and computer science entails the formation of metasubject educational results, the growth of the quality of mathematical education and the pupils' ICT competency.

DEVELOPMENT OF THE CREATIVE COMPONENT OF THE EDUCATIONAL PROCESS IN THE TEACHING MATHEMATICAL DISCIPLINES USING ANALOGY METHOD

2017 ◽  
pp. 128-142
Author(s):  
Pavel Vladimirovich Efimov ◽  
Igor Vladimirovich Karpasyuk
Keyword(s):  
Educational Technology ◽  
Graph Theory ◽  
Computer Program ◽  
Auxiliary Function ◽  
Specific Form ◽  
Educational Process ◽  
Analogy Method ◽  
Graph Vertex ◽  
Quality Of Teaching

The article presents an overview of various methods for improving the quality of teaching and motivating learners. Features of the analogy method and the possibility of its application as an effective educational technology have been considered. The use of the analogy method in the educational process in the course of studying graph theory by students has been described. Cartesian graph is proposed as a method obtained with the help of analogy method for describing the graphs by the auxiliary function. The features of the Cartesian graph are studied and the basic laws are revealed, which enable to draw conclusions about the properties of a corresponding traditional graph. Two modifications of the Cartesian graph have been introduced, possessing a certain specific form of representation of the graph and thus helping to carry out more detailed investigation of it. Statements about some relationships between the characteristics of the traditional graph and the corresponding Cartesian graph with its modifications are proved. A computer program is described for modeling graphs in various forms of representation: in the form of a traditional diagram, a Cartesian graph, vertex and axial modifications of the Cartesian graph.

scholarly journals The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

2020 ◽  
Vol 47 (5) ◽  
pp. 384-397
Author(s):  
Tatyana V. Masharova ◽  
◽  
Elena A. Mikhlyakova ◽  
Vladimir Y. Krukovskiy ◽  
Guiyun Yang ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Cloud Service ◽  
Educational Environment ◽  
Educational Process ◽  
Cloud Services ◽  
Learning System ◽  
Research Activities ◽  
Information Interaction ◽  
E Learning

The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

scholarly journals Analysis of Students' Views of the Quality of Pedagogical Education in Russia

2021 ◽  
Vol 9 (3) ◽  
pp. 462-481
Author(s):  
Oksana Makarova ◽  
Galiya Ldokova ◽  
Rimma Egorova
Keyword(s):  
Teaching Quality ◽  
Educational Process ◽  
Quality Of Education ◽  
Value System ◽  
Quality Of Teaching ◽  
Self Development ◽  
Weak Points ◽  
Personal Qualities ◽  
The University

All participants in educational relations are worried about the problem how to improve the quality of education, with everyone representing it through the prism of their value system. In this connection there is a need to structure these representations. It is necessary to begin with bringing into a unified system the representations of education direct customers – students. The aim of our article is to analyze how pedagogical university students perceive the quality of their education. On the basis of the survey involving 117 respondents from Elabuga Institute of Kazan Federal University (Elabuga, Republic of Tatarstan) and the Northeast Federal University named after M.K. Ammosov (Yakutsk, Republic of Sakha (Yakutia)) we analyzed such criteria as quality of teaching, quality of learning, formation of universal competencies, personal qualities necessary for modern teachers and the creation of appropriate conditions by a university (digitalization of the educational environment, academic mobility) for students’ self-development. The t-Student criterion was used to determine the differences between the respondents’ competencies, knowledge, abilities, skills and qualities that they had possessed before entering the university and those that were formed during the university study. The obtained data indicate a high assessment of the quality of education by the students. The results also showed the educational process strong and weak points that students of the two federal universities face. Thus, focusing on one of the customers’ (students’) views will allow teachers to manage the educational process effectively and improve its quality.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

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