The sociology student’s communicative personality in learning in the pandemic discourse

The article studies the transformation of the communicative personality in terms of learning space digitalization and formation of the main components of the sociology students’ communicative competence in the transition to distance learning during the COVID-19 pandemic. The analysis of a communicative personality is performed. In-depth interviews and group interviews were used as data collection methods. The interviewees are students of the Faculty of Sociology of MSU attended their graduation courses in full-time and distantly. The interview guide is represented by questions corresponding to individual parameters of the communicative personality. The empirical data analysis method is axial coding. The specificity of individual characteristics of the students’ communicative personality, remotely learning the profession of a sociologist, was revealed. The article highlights the motivation for entering the educational communicative process, the absence of the cognitive aspect’s direct influeence on the new education format, and the transformation of ethical component of communicative personality.

Peculiarities of the higher education development in a blended learning environment

Since the early 2000s, the potential of blended learning has been recognized worldwide as a promising trend due to the active technology development and its integration into higher education. Blended learning in higher education is at the development stage, which explains the relevance of research into the problems of higher education transformation through the introduction of technology in pedagogy. This article aims to identify the peculiarities of the higher education pedagogy transformation through the blended learning model. The methodology was based on a statistical, correlational analysis by using The Teaching and Learning International Survey (TALIS) database containing the survey results of 7,823 educators in France and the Netherlands. Results. The study revealed an average level of teacher preparation for blended learning (50.5%) and preparation for ICT use in student learning (48.4%) components inclusion. A significant level of teachers' professional development of ICT skills was revealed (44% take courses). An average level of teachers' unpreparedness both for blended learning (28.9% not ready, 36.6% not prepared enough) and ICT use in practice was established (30.3% - almost not ready, 34.25 - not prepared enough). A positive correlation was established between the components of teachers' preparation for the blended learning environment and the subsequent passage of professional ICT skills development courses. It means that formal education does not guarantee the absence of the need for continuous professional development and the formation of a wide range of ICT skills. Teachers need continuous professional development and new ICT skills. The research identified a synergy of positive effects of ICT skills professional development (interaction of educators united by common problems related to blended learning, technology, etc.; borrowing new ideas, innovations, and practices during professional development; updating professional knowledge; using active shared learning; integrity of professional development structure). Teachers noted that professional development courses were specifically adjusted to their needs.

Psychological and pedagogical foundations of preventive work in educational institutions

Theoretical analysis was used in this article to define the concepts of a teenager's social deviation prevention and the degree of elaboration of the issue in question in the literature. Via modeling, the authors described sections of the psychological and pedagogical foundations of preventive work at school. Mathematical methods were used for processing and presenting the course fragment introduction results. General logical methods were applied for the work text design, conclusion formulation. Future teachers' readiness for preventive work is characterized; the theory key points and methods of prevention of social deviations at schools are presented; the developed content introduction into work with students receiving pedagogical education with two educational profiles (majoring in “Primary Education and Life Safety”) (based on the “pedagogy” course material) is described; methodological recommendations for teaching the course are highlighted.

Practical aspects of the application of pedagogical skill and communicative competence of teachers of higher education institutions

The relevance of this research involves a comprehensive consideration of the links between the concepts of "pedagogical excellence" and "pedagogical competence" of university teachers during classes. The study aims to establish the relationship between pedagogical excellence and communicative competence in the structure of pedagogical activities of HEIs teachers. Methodological basis: a sociological survey (drawing up a system of research questions), method of information analysis (processing of respondents' answers), ranking method (suggested for respondents during the provision of answers to the questions). Results of the research: updating the basic components of the pedagogical skill of the teacher: humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness. The main characteristics of pedagogical excellence and communicative competence of university teachers (inconsistency; interdependence; hierarchical organization) were revealed. Key dimensions of pedagogical excellence as an element of communicative competence (competence of nonverbal communication, competence of verbal clarity, competence of verbal richness of speech) were determined. The relationship between pedagogical excellence and communicative competence is proved. The basic components of pedagogical excellence are defined (humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness). The links of communicative-speech competence are presented. The characteristics of communicative-speech competence, which determine the quality of professional interactions of university teachers, are highlighted. The regularities and peculiarities of communicative-speech competence of teachers are presented. The practical value of the study was to present a summary of the causal links of the concepts of "pedagogical excellence" and "communicative competence" of university teachers during the classes.

Analysis of migration processes in russian education in the context of the ongoing social and cultural transformation development and testing of a model of distance education

The article explores labor migration processes in modern Russian school education. The relevance of this research is due to the current shortage of teachers in Russian schools, especially young specialists. The main method was qualitative content analysis of documents, statistical data, and available resources on this issue presented in the scientific articles on this issue. This paper shows that the transitional state of modern Russian society – social and cultural transformation – has a significant impact on the processes of professional migration. The article reveals the connection between the ongoing social and cultural transformation and the processes of labor migration of Russian teachers and graduates of pedagogical universities, which is a new perspective for considering this issue, since the problem of labor migration has not been examined from this angle.

The use of blended learning technology in the training for students of pedagogical specialties

This article discusses the prerequisites for the implementation and ways of using blended learning technology in higher education institutions, with special attention to the sphere of training of students of pedagogical specialties in Eastern Europe. The innovative concept of blended learning requires thoroughness in preparation, the right attitude to the educational process, and the correctness of all participants in the educational process. That is why practical developments in this direction are relevant in modern education, where pandemic changes have contributed to the development of online education technologies. This study aims to establish the effectiveness of the use of blended learning technology, its impact on the success of higher education applicants, and the quality of education in general. Additionally, was evaluated the pedagogical technology by the participants of the educational process. The main methods are the method of pedagogical experiment and interviewing for theoretical research are used descriptive method, synthesis, and analysis. The main hypothesis is that blended learning is an effective, convenient, and efficient pedagogical technology, which is a necessary component of modern university education. The result of the pedagogical experiment should establish the level of blended education technology effectiveness for students of pedagogical specialties in the conditions of the modern educational paradigm. In the future, it is worth continuing to develop the innovative concept of blended learning in educational practice in a harmonious combination of online and offline learning.

Comparative analysis of the teachers’ migration

This article analyses Russian and foreign academic research in the field of teacher migration. The study aims to determine the volume of research on the given subject area. In the article, we have used a comparative analysis of sources, as well as such methods as comparative and structural-functional analysis, and statistical means. The objectives were to study the concept of migration, to identify positive and negative aspects of labor migration, to examine the meaning of the terms of educational and intellectual migration, to identify the problems faced by teachers when moving to other countries based on the works of foreign authors. The teachers’ experience in such countries as the USA, Belgium, and Norway was analyzed for this purpose. The main results of the study confirm the relevance of the article’s topic. We came to the conclusion that the narrow focus “migration of teachers” is barely studied and requires additional research to identify the causes and factors in the teacher professional activities.

Pedagogical model for the development of a sustainable lifestyle of a student in a cultural landscape

The article considers the eco-friendly lifestyle of a person in a cultural landscape as a prerequisite for sustainable development of a territory and a practical basis for creating a qualitatively new harmonious interaction between society and natural systems. The goal of the article is to theoretically substantiate, devise, and test a pedagogical model that would teach students a sustainable lifestyle in a cultural landscape. The methodological basis of the study is the co-evolutionary subjective, activity, transdisciplinary, integral, situational, cultural, ecological, landscape, and environmental approaches, as well as some principles embodying them. Educational modeling and design were the key theoretical methods. The pedagogical model created combines the target, substantive, procedural, technological, productive, and evaluative components. Its practical use in schools proved to be effective regarding the formation of an eco-friendly lifestyle of students in the cultural landscape.

Development and testing of a model of distance education

This paper aims to present a universal model applicable at all levels of distance learning, in a region and particular educational organization. The authors applied a systematic approach to consider the introduction of distance education as an activity, whose result depends on the current sociocultural conditions in the region, including the specifics of the population, the labor market, the socioeconomic and political situation, and the quality of teaching in educational organizations. The scientific novelty of the research includes the theoretical and methodological substantiation of a universal model for implementing distance education. It involves mandatory monitoring and support measures at all levels of administration: the micro- (an educational organization), meso- (regional and municipal administration), and macro-administration (the state). Exploring the research problem, the authors revealed that distance learning effectiveness is directly connected with the quality of the regional analysis of sociocultural factors at the planning and forecasting stage.

Formation of the ethnocultural autonomy of children with ethno-pedagogical values of arctic peoples

The article examines the potential of the ethnocultural environment and values related to the upbringing of the younger generation in extremely harsh conditions of the Arctic for preservation of the gene pool of ethnic groups. The research goal was to study the ethnocultural values of Arctic peoples related to the upbringing of a spiritually developed person and to form ethnocultural autonomy of preschoolers on this basis. The research basis was indigenous methodology, integrative, ethno-pedagogical, activity, axiological, cultural, and learner-centered approaches. The article presents the results of a longitudinal study carried out in experimental sites over the period from 1992 to 1995 and from 2011 to 2021. The obtained scientific, theoretical, and empirical results of the study enrich the theory and practice of raising children in line with the ethnocultural values of Arctic peoples. They can be successfully applied in educational organizations of the Arctic regions.