Criterial framework for internal and external evaluation of the form tutor’s activity

Introduction. In modern conditions, the problem of setting the criteria for evaluating the effectiveness of the form tutors’ activity is becoming relevant in virtue of the importance of education and the absence of a unified methodology and techniques for evaluating the efficiency of the form tutor’s activity. The purpose of the study is to develop and substantiate the criterial framework for evaluating the efficiency of the form tutor’s activity. Materials and methods. A total of 230 form tutors from educational organisations representing 7 regions of the Russian Federation took part in the survey. The service record of 54% of the respondents was over 20 years, 30% – 11 to 20 years and 16% – less than 10 years. Methods: the key theoretical methods were system analysis, synthesis and generalisation of scholarly literature on the problem of developing the criteria and efficiency parameters of the form tutor’s activity, modelling the criterial framework of evaluation. The following was used as the main empirical methods: questioning of form tutors, method of observation, expert examination of the developed criterial framework. Results. A criterial framework for evaluation of efficiency of the form tutor’s activity, based on the selected theoretical and methodological foundations, was developed, being structured as three blocks: personality, process and efficiency. Certain criteria and of efficiency indicators were selected for each block with regard for the key invariant directions of the form tutor’s activity: work with the learner’s personality, learners’ stream, parents, subject teachers, social partners. It was revealed as a result of the empirical research that the most important component in the developed criterial framework, according to 41% of the respondents, is the efficiency block; it is followed in importance by the process block (39%) and the personality block (20%). The necessity to include invariant directions of the form tutor’s activity in each block was noted by 75% of the respondents. The rating results on the each block criteria showed that 67% of the respondents noted the foremost importance, when considering the processual aspect, of the criterion “Organisation and facilitation activity aimed at education and socialisation of learners in cooperation with all actors of the educational process” (KP-4); when considering the personality aspect, 75% of the respondents placed the criterion “Competence in organisational and pedagogical support of educational process” (KL-4) at the top. When assessing the criteria of the efficiency block, the respondents’ rating showed that 72% and 87% of the form tutors placed the criteria “level of cohesion of children’s team, parents, teachers, the staff, the level of development of children and adult community” (KR-6) and “level of learners’ mature experience as based on the system of values inherent in a Russian citizen” (KR-7), on the first place. Conclusions. The obtained results confirm the importance and necessity of creating a criterial framework that acts as an evaluation matrix of the form tutor’s activity efficiency. The personality, processes and efficiency aspects forming its basis take into account the complex of the form tutor’s invariant activity. The further research will be connected with the creation of methods for assessing efficiency of the form tutor’s activity and those related with automation of this process.

Author's distance courses in the system of lifelong art education

The purpose of the article is to substantiate the advisability of using distance courses in the process of improving the qualifications of teachers of art education institutions. The methodology of the work is based on the use of methods of analysis and synthesis. The analysis of the problems of the quality of knowledge in distance courses made it possible to turn to different forms of education. On the basis of synthesizing the obtained research results, the laws of knowledge improvement are established. The method of concretization reconstructed the versatility of connections in the personality – process – education system. The method of generalization made it possible to fix the expediency of using distance courses in order to improve the qualifications of teachers of art education institutions. The scientific novelty of the work lies in the fact that the author's distance course "Methods of teaching musical disciplines" has been analyzed and introduced into the educational process of the National Academy of Leading Cadres of Culture and Arts, the Center for Continuous Art Education. The text of the article can be used in the preparation of a lecture on the methods of teaching musical disciplines. Conclusions. Based on the analysis of work with the distance course "Methods of teaching musical disciplines", the possibilities and expediency of its use in refresher courses for teachers of art education institutions are revealed. Working with DK has advantages in improving the professional skills of teachers, allows you to save time as much as possible and receive a creative incentive for practical use in teaching, to identify new aspects of creative approaches in the art of music. The absolutely new selected material of the DK enriches the teaching experience (with a repertoire in performance, theoretical studios for musical-theoretical and musical-historical disciplines), including people of different age groups. The distribution of lectures, practical and independent tasks has a positive effect on the final learning outcome.

Restoration of subjectivity: the role of reflection in personality development and humanization of social institutions

This article consists of two parts. The firs parts analyzes the general mechanism of reflection within the framework of the theoretical discourse; while the second part the introduced concepts and schemes of reflection are illustrated on the case of “restorative justice”. The analysis of two other cases (“Confession” by St. Augustine, as well as “Confessions” and “Resurrection” by L. Tolstoy) allows characterizing the two phases of psyche – preceding and accompanying reflection. The first phase represents a “crystallization of distortion subjectivity”, and at times its dissolution. The second phase (situation) launches the personality process, which can be described using the terminology of L. S. Vygotstky as “interiorization" of intersubjective; this is the conscious work that gives a new perspective on the situation and its resolution. Analysis is conducted on the two procedures of reflection itself ‒ reflexive way out to the space of “placelesness” (M. Bakhtin) with the shift of integrity and thingness, and reflexive return (G. Shchedrovitsky). Study of the case of restorative justice demonstrates the organizational-technical attitude towards reflection, communication and ensuring mutual understanding between people separated by crime, as a new moment in comparison with the “individual reflection” as internally determined personality process. The inclusion of reflection into social practices and humanities substantiates the possibility of complementing the concept of subjectivity and its “restoration” with the concept of agency as the proclivity for new actions, acquisition of the “authorial position” in relation to one's personal life and interaction with others.

Using Basic Personality Process Models to Inform the Personality Disorders

This chapter argues that models articulating the processes underlying normal personality traits, even more so than the structure of normal traits, may help to inform research on personality disorders (PDs). It first describes whole trait theory as a model of normal traits that focuses on process at the same time that it is based on normal personality structure. The chapter then shows how this model makes an easy translation to process models of borderline personality disorder, thereby forming a connection between normal personality and pathological personality at a process level. The resulting general model of borderline personality disorder suggests viewing PD symptoms as distinct, momentary events rather than as stable, enduring features of people. It argues that etiological theorizing should include the proximal mechanisms that lead to temporally bounded symptoms. For example, relationship instability is seen not as a feature of the person but as an event that flares up and then fades repeatedly, in response to events and interpretations of those events. Accumulating evidence in support of this model is described. A model connecting normal personality trait processes to pathological personality processes may strengthen the connection between normal personality and pathological personality more firmly.

The Culturally Situated Process of Personality Judgment

Personality psychology has made tremendous progress in demonstrating important outcomes of personality traits. Yet the process by which people make personality judgment needs to be better understood. In this chapter, it is argued that to provide personality judgment, people must rely on a reference group of the target, a lay theory of the trait, or both. Importantly, the specific reference group and lay theory that people naturally choose are situated in their immediate cultural milieu, affecting trait judgment in systematic ways. Moreover, the relative impact of reference groups and lay theories on personality judgment can change under different circumstances. Postulates concerning the nature of these circumstances, consideration of how traits are inferred, and possible routes to better compare cultural groups on traits can also stimulate new understanding of the personality process.