scholarly journals Ethnocultural self-determination of students in the educational environment of the University

2019 ◽  
Author(s):  
Nurgun Afanasev ◽  
Svetlana Panina ◽  
Rimma Egorova
Keyword(s):  
Educational Environment ◽  
Self Determination ◽  
The University

scholarly journals Sociocultural component of the modern practice of psychological assistance

2014 ◽  
Vol 6 (1) ◽  
pp. 220-228
Author(s):  
N.Y. Bolshunova
Keyword(s):  
Psychology Students ◽  
Self Determination ◽  
Psychological Care ◽  
World Outlook ◽  
Cultural Self ◽  
Psychological Assistance ◽  
The Individual ◽  
The University

We consider sociocultural component of the activities of practical psychologist by analyzing the level of demand of psychological care in the population, formulate an actual professional request to the socio-cultural self-determination of psychologist, and show the problems of training psychology students at the university. The author believes that among reasons of low demand for psychologists, the most important are the mentality, traditions, culturally conditioned values, specifics of communication between people. Meanwhile, in Russian practical psychologists, the most popular are techniques designed for a different type of mentality, and even in an adapted form they often are at odds with the system of values, traditions, and the image of a man inherent in the Russian world outlook. Feeling that the techniques used by psychologists are "foreign", and resistance to feeling oneself as a client are major causes of cautious attitude of the respondents to visit to a psychologist. Adequate sociocultural self-determination of a psychologist suggests that the psychologist is working with the person, taking into account not only the uniqueness of the individual, but also his culture specific.

scholarly journals Psychosocial Wellbeing of the Students with Limited Opportunities of Health Studying at the University

2019 ◽  
Vol 11 (3) ◽  
pp. 84-94
Author(s):  
L.A. Osmuk ◽  
M.S. Melnikova
Keyword(s):  
Inclusive Education ◽  
Educational Environment ◽  
Educational Process ◽  
Self Determination ◽  
Dynamic State ◽  
Psychological Wellbeing ◽  
Psychosocial Wellbeing ◽  
Professional Self ◽  
The University

In article being considered the problem of psychosocial wellbeing of students with limited opportunities of health connected with development of inclusive education at the higher school. It is offered to consider psychosocial wellbeing of students in the context of process of their professional self-determination and to consider features of psychosocial wellbeing of the students with limited opportunities of health getting to educational space of the university. The psychosocial wellbeing is considered as a dynamic state, need of development of a technique of its research, taking into account stages of educational process is stated. The flight base for development of a technique offers tools of the realized monitoring of social and psychological wellbeing (n=846, the students of 10 universities studying in inclusive groups). In order, that the student with limited opportunities of health steadily experienced feeling of psychosocial wellbeing, it is necessary that the inclusive group and the educational environment were safe, comfortable and having all necessary resources for self-realization.

Possibilities preparation of future specialists in hue to the system of inclusive education at school

2020 ◽  
Vol 42 (1) ◽  
pp. 72-77
Author(s):  
Gulshat Shugaeva ◽  
◽  
Nazerke Shmankyzy ◽  
Keyword(s):  
Social Development ◽  
Inclusive Education ◽  
Educational Needs ◽  
Educational Environment ◽  
Self Determination ◽  
Special Educational Needs ◽  
Modern Education

This article discusses the possibilities of training future specialists in the system of inclusive education at school. Inclusive education makes it possible to provide comprehensive systemic assistance in the socialization of a child with special educated needs. The resource of educational and social development is closely connected not only with the capabilities of the child and his family, but primarily with the capabilities and resources of the educational environment itself, which includes various actors. The inclusion of a child with special educational needs in the mass educational environment greatly enhances the potential for the development and self-determination of such a child in modern education. The possibilities of the educational environment in the context of the implementation of inclusive education are incomparably higher than the possibilities of the traditional psychological and pedagogical support (psychocorrectional, psychotherapeutic) of children with special educational needs and their families.

scholarly journals Territorial Self-Determination of Magadan Students at Different Stages of Education in the University

2020 ◽  
Vol 11 (4) ◽  
pp. 182-197
Author(s):  
S.A. Kuznetsova
Keyword(s):  
Social Psychology ◽  
Social Behavior ◽  
Personal Development ◽  
Rank Correlation ◽  
Self Determination ◽  
First Year ◽  
First Year Students ◽  
Eastern State ◽  
The University

Objectives. Determination of dynamics of correlation of territorial self-determination of the person with coping and value-semantic mechanisms of regulation of social behavior in students. Background. In social-psychological studies of migration, the concept of territorial self-determination is practically not used, although it may be productive for systematizing existing research in the field of social psychology of migration, social psychology of personality and development, and setting new hypotheses. The article deals with the problem of territorial self-determination at different stages of personal development. Study design. We studied the difference between the correlation of migration intentions and attitudes with life orientations and coping in students of 1st and 5th years: we used the R-Spearman rank correlation coefficient, the U-Mann-Whitney criterion, and the φ*-Fisher angular transformation criterion. Participants. 59 first-year students and 87 fifth-year students of North-Eastern state University (Magadan), a total of 146 people. Measurements. Questionnaire for studying migration intentions, author’s scale of migration attitudes, test of life orientations by D.A. Leontiev, questionnaire of coping with stress COPE in adaptation by T.O. Gordeeva, etc. Results. It is established that as the University studies, the place of migration intentions and attitudes changes in the system of regulators of social behavior of the person. For first-year students, the correlation of migration intentions and attitudes with life orientations are more typical; they act as dispositions of the highest level, on the scale of the life path. Fifth-year students are more likely to associate migration intentions and attitudes with coping strategies, and they become regulators of behavior on the scale of activities. Conclusions. Migration intentions and attitudes can act as regulators of social behavior of a person at different levels, depending on the scale of the individual’s activity at this stage of its development and depending on the tasks solved by the person.

scholarly journals Potential of reflection in developing the skills of teachers’ and students’ self-organization

2020 ◽  
Author(s):  
А.Н. Нюдюрмагомедов ◽  
Л.А. Абдурагимова ◽  
Н.Г. Ибрагимов
Keyword(s):  
Evaluation Criteria ◽  
Educational Environment ◽  
Educational Process ◽  
Self Organization ◽  
Practical Significance ◽  
University Teachers ◽  
Teachers And Students ◽  
Favorable Conditions ◽  
The University

В статье обоснована актуальность использования рефлексии в развитии мобильных умений самоорганизации студентов. Одним из благоприятных условий решения проблемы определена интерактивная образовательная среда, которая создается и реализуется через знаниево-рефлексирующие, информационно-знаниевые, диалога рефлексивных позиций, проектной рефлексии и презентации профессиональных умений технологии. Экспериментально выявлены и обоснованы закономерные связи между продуктивностью развития мобильных умений самоорганизации студентов с их рефлексивной и смыслосозидающей позицией в учебных диалогах. Предложена классификация мастер-классов на основе презентации интерактивной образовательной среды в вузе с выделением критериев оценки их эффективности в развитии умений рефлексии и самоорганизации преподавателей и студентов. Экспериментально обоснована эффективность развития умений рефлексии и самоорганизации в интерактивной образовательной среде. Практической значимостью результатов исследования является возможность создания в учебном процессе вуза интерактивной образовательной среды через актуализацию рефлексии, смысла и самоорганизации студентов. Статья адресована научно-методическим советам вузов, преподавателям и слушателям системы повышения квалификации. The article substantiates the relevance of the use of reflection in the development of mobile skills of students’ self-organization. One of the favorable conditions for solving the problem is defined as an interactive educational environment, which is created and implemented by means of knowledge-reflexive, information-knowledge, dialogue of reflexive positions and project reflection technologies. The regular connections between the productivity of the development of mobile skills of self-organization of students with their reflexive and meaning-creating position in educational dialogues are experimentally substantiated. The classification of master-classes on the basis of presentation interactive educational environment is introduced with determination of evaluation criteria for measuring the efficiency in reflexive abilities development as well as teachers’ and students’ self-organization. The development of reflexive abilities and self-organization in the interactive educational environment is experimentally proved. The practical significance of the research results is in the possibility of creating an interactive educational environment in the educational process of the university via means of the actualization of reflection, meaning and self-organization of students. The article is intended for scientific and methodological Counseling at the University, teachers and listeners of the professional development system.

scholarly journals Professional self-development of the educator in pedagogical university in the conditions of transformation of educational environment

2020 ◽  
pp. 106-121
Author(s):  
Lidiya Vasilievna Kozilova
Keyword(s):  
Goal Setting ◽  
Educational Environment ◽  
Structural Components ◽  
Educational Environments ◽  
Key Characteristics ◽  
Self Development ◽  
Professional Self ◽  
The Subject ◽  
The University

This article examines the problems faced by the educators in the conditions of transformation of modern educational environments, which are associated with the need for identification of factors that contribute or impede professional self-realization. The transformation of educational environment of a university mainstreams the processes of goal-setting and possibility of personal becoming of an educator. The object of this research is the process of professional self-development of the educator in pedagogical university in the context of transformation of educational environment. The subject of this research is the key characteristics of goal-setting within the structure of planning professional future of the educator in the conditions of transformation of educational environment. The author defines the valuation levels (low, middle, high) of goal-setting for the professional pedagogical self-development of the educator in pedagogical university with consideration of its structural components, i.e. indicators (realization of the need for professional pedagogical self-improvement, strategic planning, precision of goal-setting, etc.). Assessment of the levels was conducted taking into account the indicators within its structure (dyads), which are logically interrelated and reflect the professional pedagogical self-development of the university educator. The overall potential of self-development of the educators in pedagogical university is enhanced by such semantic modalities as flexibility in achieving the set goals and creativity of planning professional future. The scientific novelty consists in the need for determination of fundamental characteristics of goal-setting within the structure of planning of professional future of the educator considering the requirement for their professional pedagogical self-improvement and transformation of modern educational environment. It was established that among the educators in pedagogical universities with regards to activation of development of potential of the pedagogue 65% of respondents noted that the professional pedagogical self-improvement is attended only if required by the university administration; 35% of respondents stated their willingness for self-improvement in the sphere of pedagogical professional, as well as outside it.

scholarly journals Activation of a child’s subjectivity in the upbringing space of free self-determination on the basis of pedagogy of freedom

2020 ◽  
Vol 49 (2) ◽  
pp. 60-70
Author(s):  
Alla Rastrygina
Keyword(s):  
Educational Institution ◽  
Educational Environment ◽  
Democratic Society ◽  
Self Determination ◽  
Starting Point ◽  
Self Development ◽  
Basic Approaches ◽  
Creative Self ◽  
Pedagogical Environment

The article updates the problem of reconstruction of the modern upbringing process, the leading idea of which is the targeting of its goals, content, forms and methods at self-development of a child and the becoming of a child’s subjectivity as an active, purposeful, initiative, creative and constructive position in his or her own livelihoods on the basis of humanistic values of a democratic society. The conceptual provisions of the author’s concept of freedom pedagogy have become the starting point in solving the mentioned problem. There have been defined the psychological and pedagogical conditions for the development of a child’s subjectivity, the realization of which requires the establishing within the educational environment of an educational institution the upbringing space of free determination of a personality as a specially organized pedagogical environment, containing three basic components (spatial, socio-psychological and organizational-pedagogical) and provides opportunities for manifestation of initiative, volitional, creative, self-managerial forms of subjective activities of a personality. The basic approaches to the organization of the upbringing process on the basis of freedom pedagogy have been defined: pedagogy of indirect upbringing influence (directed freedom) and pedagogy of assistance (support).

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