Continuing education as the value basis of professional activity of the pedagogue

Professional socialization of future graduates of the pedagogical university is aimed at the formation of competencies essential for the practical activity and solution of vital tasks. One of the components of successful professional activity is the willingness for continuing education. The subject of this research is the phenomenon of continuous pedagogical education as the value. Globalization has encompasses all segments of life of the modern society, including education. The rapidly changing world with its uncertainty imposes new requirements on the system of vocational training. A modern specialist is no longer narrow-focused, but is capable of solving complex and versatile tasks, which is facilitated by constant striving for new knowledge using various forms of learning. However, this is only possible with realization by the individual of the need for continuing education and its utility in different axiological coordinates. For the analysis of axiological basis of continuing education, the author surveyed the students of pedagogical university to determine their perception of continuing education as a personal meaningful value that contributes to the achievement of certain career results. The acquired results on the one hand demonstrate the the vagueness of the concept of “continuing education” for the university students; while on the other hand, prove the hypothesis on the need and importance of continuing education for the pedagogues, but at the same time the unwillingness of the future specialists to consider it as the value of life. The presented materials allow adjusting the educational process of future pedagogues and their motivation for continuing education, since the pedagogical classes to Master’s Degree.

The development of supra-professional competencies of future pedagogues in the practice-oriented environment of the university

The subject of this research is supra-professional competencies that contribute to successful pedagogical activity. The author examines the impact of supra-professional competencies upon the success of practical pedagogical activity. Having specialized knowledge, skills and professional competencies is not always sufficient to meet the requirements of modern educational environment. Developed social and emotional intelligence, ability to work both in a team and independently, balance between subordination and leadership qualities, organized thinking, and other qualities are becoming increasingly relevant in pedagogical profession. The scientific novelty consists in determination of the key supra-professional qualities that contribute to successful pedagogical activity. The experienced pedagogues believe that emotional intelligence, ability to work independently, and critical thinking are considered supra-professional qualities, while young pedagogues believe that such qualities are social intelligence, proclivity for leadership and design thinking. Despite the fact that depending on age category, the pedagogues have different representations of supra-professional qualities, they are not contradictory. In the context of practice-oriented educational environment of the pedagogical university, the students should be taught not only specialized knowledge and skills, but also develop supra-professional competencies.

Lectures in distant format: certain methodological techniques

This article is the result of research carried out during the pandemic, which was intended to determine the interrelation between certain methodological techniques and engagement of students in the distant learning process. The following techniques were used for improving the effectiveness of educational process: well-defined structure of the lecture, presentation as the system of questions and topics for discussion, grasping new material in the form of discussion, test cases on the material learned, weekly results and systematization of knowledge, implementation of video materials in homework. The authors held lectures in accordance with all listed points, observing the response and motivation of students. The surveys conducted at the beginning and at the end of the lecture course indicate a sharp increase in cognitive activity, overall satisfaction of students, and interest in further study of the discipline. The students also gave a five point scale rating to each of the offered methodological techniques; in spite of the hypothesis advanced by the authors, the students highlighted presentation as the system of questions and discussion during a distant lecture. The research demonstrates that such methodological techniques effectively increase students' engagement in the learning process, as well as stimulate cognitive activity. The described aspects of conducting lectures can be applied not only in distant format, but in offline learning as well.

The conceptual system of Russian didactics in the limelight of subject orientation of modern education

This article examines the conceptual system of didactics in the conditions of integration of the modern scientific knowledge. An attempt is made to determine the method for overcoming the current deficit of specific didactic concepts, which reflect the essence and peculiarities of the subject of didactics in the conditions of dynamically changing characteristic of the object of study – the learning process that acquires fundamentally new value and performance goals. The relevance of this topic lies in the fact that the use of solely psychological methods for description and explanation of the new phenomena of learning process, substantiated by the subject context of its consideration, contradicts the subject of didactics, which should focus not on the psychological mechanisms that characterize subjectivity, but on answering the question of what needs to be done for the students to take subjective position in the course of their educational activity. The scientific novelty consists in substantiation of the variant of broadening the conceptual system of modern didactics through introduction of the new didactic concept that aligns with the specifics of its subject – student's subjective learning experience. The introduction of this concept reflects the trend that is important for the current stage of the development of didactics – shift to a fundamentally new level that corresponds with post-nonclassical type of scientific rationality, when unlike previous approaches that focused on the educational activity of the pedagogue, who organizes and maintains learning activity of the student, central figure in didactic problematic is the student and their educational activity,

Innovation projects in the area of formal, non-formal and informal education for sustainable development

Education for sustainable development (ESD) has been one of the priority vectors in the activity of international organizations since 1990s. The UNESCO-Japan Prize on Education for sustainable development has been awarded since 2015. This article is dedicated to the analysis of innovation projects in the area of formal, non-formal and informal education for sustainable development that have received this award over the period from 2015-= to 2019. The subject of this research is the content of projects and programs of the winner countries in the corresponding areas of ESD. The systemic approach demonstrates that the initiatives that equally affect social, economic and environmental aspects of ESD and lead to positive individual and societal changes become the winners. It is determined that the share of projects and programs in the area of formal and informal education is insignificant  (7 and 13%, respectively). Despite a considerable number for informal ESD (33%), most of the initiatives (47%) are of complex nature. The advanced experience of the award-winning countries complement the existing representations on the opportunities of studying the questions of sustainable development in the area of non-formal and informal education, as well as indicates the benefits of continuous ESD throughout life. For the implementation of ESD, the authors employ general institutional approach that reveals the strategy of activity of the educational institutions oriented towards sustainable development, which results in subsequent “ESD-transformation” of the traditional model of education.

The activity of Irkutsk branch of Krasnoyarsk Specialized School of Militia of the Ministry of Internal Affairs of the Soviet Union: historical-pedagogical aspect

The subject of research of this research is the process of establishment and development of Irkutsk branch of the Krasnoyarsk Specialized School of Militia of the Ministry of Internal Affairs of the Soviet Union during the 1989–1991, and its subsequent professional-pedagogical transformation. The author dwells on the question of historical-pedagogical peculiarities of the initial stage of recruiting the academic staff of the branch by the scientific personnel. The author explores the professional peculiarities in carrying out educational, service and combat activity of the permanent and nonpermanent staff of the specialized school. In the course of scientific research, the author reveals and analyzes the factors that affected the establishment and development of Irkutsk branch of Krasnoyarsk Specialized School of Militia of the Ministry of Internal Affairs of the Soviet Union during the transformation of the political system in Russia; as well as explores the peculiarities of implementing  pedagogical activity at the initial stage of the educational institution. The examples of interaction of the cadets and employees of the branch with the divisions of practical authorities. The conducted research is valuable for wide audience, as the establishment and development of departmental education of the system of the Ministry of Internal Affairs of the Soviet Union in Baikal region has become a significant event for the educational system of the entire Siberian region.

Popularization of the scientific method of cognition as a mechanism for countering information manipulations in mass media

The subject of this research is the activity aimed at popularization of the scientific method of cognition as a mechanism for increasing the degree of information security of society and citizens in the conditions of transformation of media space under the influence of modern information technologies. The goal of this article is to reveal the potential of popularization of the scientific method of cognition as a mechanism for countering information manipulations, distortion of information, and distribution of quasi-scientific or pseudoscientific theories and concepts. The key problem of this research lies in determining possible restrictions of popularization of the scientific method of cognition to achieve the indicated goals, as well as in seeking ways to optimize the popularization of the scientific method of cognition for countering information manipulations and ensuring information security. The scientific novelty consists in substantiation of the effectiveness of using scientific and educational activity of the Russian media as an intelligent humanistic technology that may improve the culture of personal information security. Both education and the culture of thinking are viewed as intelligent technologies that to critically comprehend the interpretation of facts covered by mass media. Unlike other similar research on the topic, emphasis is placed on the potential of popularization of the scientific method of cognition, rather than scientific knowledge on particular questions. The conclusion is made that popularization of the scientific method of cognition influences the behavioral model of the participants of mass communication, providing them with scientific tools for independent problematization of data messages, determination of manipulations, and formation of objective rational position on the general issues of information agenda.

The analysis of intraschool democratic environment of the Russian schools

The subject of this research is the intraschool environment of the Russian schools, while the object is the level of its democratic nature. The article contains the analysis of democratic environment of public schools in the Luhansk People's Republic, which is reflected in the work of the school self-government. Analysis is conducted on the opinion of administration, pedagogues, psychologists, social educators, students, students’ parents, residents of the localities, public figures, etc. The research is based on the original questionnaire and interview that clarifies the answers of respondents. The author examines the educational process of formation of civic culture, impact of social disciplines and humanities upon the development of civic culture of students, ability of the schools to ensure social protection of their students etc. The conclusion is made on the low level of democratization of intraschool environment in the Luhansk People’s Republic; however, the effectiveness of school self-government aimed at formation of civic culture is evident. The author determines six factors that increase the effectiveness of school self-government: the representatives of school self-government should address the actual needs of students; work should produce certain results; cognitive abilities and moral attitudes should be mobilized; students should take responsibility for their decisions; activity should combine the joint efforts of children and adults; extracurricular activities should be discussed.

Binarity of the role of higher inclusive education in development of socio-professional subjectivity

The subject of this research is the process of formation of socio-professional subjectivity of persons with socio-functional dissimilarities, among whom are people with impairments, pensioners, military, prisoners, and released from prison. The object of this research is the higher inclusive education viewed through prism of modernization of the system of higher education, being a crucial organizational-substantive and goal-directed aspect, within which inclusive education plays not only an educational-enlightening role such as formation of professional competencies, but also in the specifically arranged inclusive field ensures formation and development of their socio-professional subjectivity, changing their assertions, needs, and motives from personal-passive to socially significant. The conclusion is made that socio-psychological adaptation and increase of the role and status of people with socio-functional dissimilarities implies socio-professional development of subjectivity as a certain system organization of consciousness, human psyche that includes cognitive, emotional-willed, and activity components inherent to a person as a subject of activity. The author underlines the need for functional model that would be aimed at solution of personal issues, as well as increase of the professional role and social status. This approach suggests binary role of inclusive professionalization.

Education and self-education in the optics of tutoring approach

This article discusses the problem of comprehension of self-education and education in tutoring pedagogy. The matter is that if student's personality and different development trajectories of different personality types are recognized in education, it is difficult to imagine education without self-education. As empirical material, the author cites two cases from his personal experience; analyzes the establishment and development of personality in culture, claiming that the problematic situations are the source of its development. Description is given to the key problematic situations that determine the evolution of a modern individual in phylogenies and ontogenesis. The author distinguishes between spontaneous development, evolution of personality, and conscious work, the goal of which is education or self-education. The article discusses the peculiarities of tutoring perspective on education and self-education, emphasizing that tutoring efforts are aimed at formation of favorable environment for person’s self-development and evolution, rather than designing an individual based on the pedagogical patterns.  At the same time, the tutor strives to create a culturally congruent and humanistic environment. The paper reviews a complicated problem of where a tutor as a pedagogue should lead his student and what does “lead” means in educational practice. The conclusion is made that tutoring approach is quite unusual in the aspect the it does not set particular pedagogical contents and goals, but rather points at the principles that should be jointly implemented by the tutor and his students. The author considers the three hypostases of a person for the tutor to focus on.