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Background. Pedagogical education in our country has been in the ever reforming process. Being subject to current realities, the nature, goals, and state and public expectations from pedagogical education are to be reviewed. There was a similar process at the break of pedagogical education in Russia. In this regard, historical genesis of pedagogical education in Russia in the 19th – early 20th centuries provides an opportunity to analyze some challenging issues facing the country over the considered period, to specify the patterns for the formation and development of pedagogical education, and to designate the peculiarities thereof. Purpose. The article aims to analyze the formation and development of pedagogical education in Russia in the 19th – early 20th centuries. Materials and methods. A retrospective analysis is the key research method. In addition, historical-structural, and comparative and contrastive methods were used to conduct a systemic analysis of the development of pedagogical education in Russia in the 19th – early 20th centuries. The article is based on the evidence from archival records, research material data, regulatory legal acts, and popular science fiction of the reviewed period. Results. The first extensive actions in the development of pedagogical education in Russia were taken in the 18th century. Since that time and throughout the 19th century, there was a gradual advance in pedagogical education. In addition to the main subjects, there were some disciplines specific to the pedagogical content knowledge (didactics, pedagogy, teaching methods, psychology, etc.) in the curriculum cycle for future teachers. First-ever domestic methodological guidelines for individual subjects emerged in the country. In Russia, there predominately existed male pedagogical education. According to the archival research and literature review, the country experienced an acute teacher shortage during the 19th century. To eliminate it, pedagogical departments were established at district Imperial Universities in Russia in 1804; in 1816, the Main Pedagogical Institute was founded to form the basis for other pedagogical institutions; in 1860, two-year pedagogical courses appeared at the Imperial Universities; in 1876, the issue regarding female pedagogical education was brought up, which led to the creation of the first pedagogical institute for women in 1903. In order to enhance the prestige of the teaching profession in Russia in the 19th – early 20th centuries, the state equated it to the public service, wherein each teaching position corresponded to a certain rank with all the privileges and state support; compensated for the costs of housing, lighting, heating, and educational literature; supported teachers’ families and encouraged childbirth among teachers and lecturers; provided pensions and gave the opportunity to receive awards that granted additional financial support. Having analyzed the problems of developing pedagogical education in the 19th – early 20th centuries, there are similar problems observed in modern Russia. Therefore, nowadays, it is vital to consider the methods and state initiatives for supporting and raising the prestige of the teaching profession of that time. In this regard, the relevance of the presented research is beyond doubt.

Background. The article addresses the issue of developing reflective skills of future teachers during their university training. The object of the research is students' reflective skills determining their disposition to professional pedagogical activity. The purpose of the article is to examine the dynamics of reflective skills development of students majoring in pedagogics through their reflective activities during the learning process. Materials and methods. The methodological basis of the research is reflective, competence-based and system approaches. The author used the following methods: comparative analysis of pedagogical facts on the research topic, testing, pedagogical experiment, and survey. The collection of empirical data was carried out by using various pedagogical tools such as the questionnaire for self-understanding in the process of communication (by William Stephenson); the experimental technique of cooperative reflection (by T.F. Usheva and others); the method of activity analysis (by S.D. Neverovich and others), and the questionnaire for individual manifestations of reflection by A.V. Karpov. The study included 73 students of pedagogical specialties of Irkutsk State University. Results. The results of the study demonstrate positive dynamics of developing reflective skills of students majoring in pedagogics. Organizing the learning process based on reflective activity allowed to develop personal reflective skills in the beginning. The next stage included developing intellectual, communicative and cooperative types of reflective skills. The process of developing cooperative reflective skills turned out to be the hardest to start. Mainly, this process is complicated by problems in reaching agreement of students' activity positions and planning their collective actions. The dynamics of developing reflective skills does not depend on the stage of higher education (studying for bachelor's or master's degree). Students of every stage of higher education demonstrated the same trajectory of developing the four types of reflective skills.

Background. Teachers are often the first to encounter bullying among school learners, and their intervention can contribute in many ways to stopping and overcoming bullying. The teacher’s identification, attribution and reaction to bullying depending on its type contribute to the effectiveness of addressing the bullying situation. Purpose. The article aims to identify the level of school teachers’ professional competence (in terms of “know” and “be able to” levels), as regards prevention and avoidance of bullying by its main types within the system “pupil – pupil (group of pupils)” at school. Materials and methods. The authors carried out diagnostics of anti-bullying competence decomposed into levels by means of testing and case solving by types of bullying, involving 86 teachers representing all schools in Naberezhnye Chelny chosen from the cumulative body of teachers, evenly distributed by age, length of service and category. Results. The teachers’ anti-bullying competence was diagnosed to be at low and average levels, not exceeding 60% of the formed competence. The teachers’ knowledge of bullying and how to respond to it was better formed than the corresponding skills. The success of anti-bullying actions was directly proportional to the levels of maturity of the cognitive and activity components of anti-bullying competence. Teachers proved to be most knowledgeable and efficient in the prevention and prophylaxis of physical and economic bullying in the school environment and least knowledgeable and effective when it concerned factual psychological- and cyber-bullying.

To study the whole range of problems that should be resolved in the process of innovation management in education it is necessary to realize that teaching is flexible, supple and requires continuous research. The goal of the article is to corroborate rightness of theoretical vectors by permanently changing practice. Theoretical and methodological foundation of the step-by-step research presented in the article is formed by principles of economic and comparative analysis, methods of induction and deduction and finally the method of archive search. The authors proposed an innovation approach to achievements in the field of education and showed the efficiency of Russian experience of well-known economists and experts in economics, psychology and sociology.

The paper considers the theme of tutorship, which is one of the cross-cutting issues in Konjaku Monogatari-shū, a 12th century collection of setsuwa didactic tales. The authors reveal what types of tales are chosen for the collection and in which manner they are recited, from the legends about Buddha Shakyamuni himself to the stories of common laity skilled in some art. Buddha Shakyamuni himself, the teacher of all teachers, also studies, and, at the same time, his teachers act as his students, which shows the continuity and infinity of the chain of interdependent emergence of things. Buddha sets an example for all other teachers in that his whole life is mentoring. He helps everyone with whom he interacts to get rid of illusions, even in those moments when he is not directly interpreting his teachings. In all tales, the relations of a master and his disciple are seen as conditioned by the law of retribution, they are very close and intimate; the two people must be congenial in talents and needs to be in such relations, be it in the area of transmitting the Buddhist Law, or merely training in some art. The theme of continuity of tradition, transmission of Buddha’s teaching is very important for Konjaku. It is discussed from different points of view in all three sections of collection – the Indian, Chinese, and Japanese ones. The timeless chain of masters and disciples is formed, and every participant – a link of this chain – should be ready to receive the Law, to become a disciple and, in time, a master. Following the pattern set by Buddha, in some tales, a master and a disciple can exchange their roles, in other ones, the disciple is not a person, but a whole nation. There are also stories about a supernatural being, for instance, a ghost or a god, becoming a teacher. In some cases, the disciple is a character assigned to display wisdom of his master. The ways in which wisdom is imparted can also vary widely, with some stories specifically emphasizing the unexpected actions of mentors, through which their students experience first-hand what they had previously been unable to understand through the efforts of mind. Personal aspects of master–disciple communication are also examined in Konjaku, and examples of bad relationships are provided as well.

Background. The theory of stigma was popularized through research by sociologists M. Seeman and E. Goffman in the mid-1960s. The theoretical aspects of stigmatization presented in these works have made it possible to disseminate their results to different professions, including the teaching profession, and to construct a number of theoretical models of the processes of stigmatization of teachers. The component composition of such models is substantively based on theoretical studies carried out in the works of J.B. Pryor and G.D. Reeder. Research of this kind makes a significant contribution to stigma theory in terms of understanding that the processes of stigmatization of the educator’s personality can take different directions and how they are multidimensional; Societal perceptions of the teaching profession influence the level of stigmatization of the profession; acceptance of the stigma by the educator itself may result from an understanding of the social devaluation of the profession; Actors in a stigmatized pedagogical environment (such as family and friends) are at risk of social stigmatization; social institutions can perpetuate or exacerbate the stigmatized status of the teaching profession. Purpose. The article is aimed at presenting the theory of stigmatization of the teaching profession, as well as the development of an appropriate model and the analysis of its components, giving it qualitative certainty, reducing the risks of stigmatization and enhancing the value of the professional activity of the teachers Materials and methods. The practical and heuristic value of the study is that its findings broaden the existing understanding of the mechanisms of stigmatization and offer a productive tool for addressing the stigmatization of teaching professions in modern education, provide a vision of the key aspects to be further explored in this and related areas. The study used methods of comparative pedagogy, modeling method. Results. Based on the analysis of the scientific and methodical literature on the problem of stigmatization of individual professions, we proposed a model reflecting the basic concepts of the processes of stigmatization of the teaching profession in the field of education. The model identified the following main components: social stigma, self-stigma, associative stigma, structural stigma, primary and secondary personality relationships of the educator and learner. Social stigma is a key component of stigmatizing the teaching profession and underpins the subsequent components we have identified in this model. They also summarized the materials and highlighted the provisions that should be included in the theory describing the processes of stigmatization in education. This contributes to reducing the influence of the stigma formed in relation to the educational process or the profession of the teacher, and can have a positive influence on the status of the teacher, his professional identity and relationship with the students.

Background. The relevance of the research topic is due to the fact that people with disabilities face many problems throughout their lives related to the lack of integration into many spheres of society. The problem of disability in its most serious aspects is closely related to the emergence of many social obstacles, due to which people with disabilities cannot actively participate in public life, since leisure and culture, everyday life and production, as well as social services, in a structural sense, are not adapted to the needs that sick people have. The authors prove that for people with disabilities, psychological and pedagogical support is necessary for their full inclusion in the educational process and public life. Purpose - theoretical and empirical substantiation of the content of psychological and pedagogical support for the preparation of participants of the Abilimpix competition and the development of a program of psychological and pedagogical support for the preparation of participants of the Abilimpix competition. Materials and methods. The main research method is psychological and pedagogical analysis. Empirical methods were used as an element of the evidence base of the theoretical propositions put forward. The article is based on a set of sources of psychological, pedagogical, methodological and normative literature on the problem under study. Results. Psychological and pedagogical support of inclusive education is a specially organized process aimed at creating safe conditions, maintaining health and developing adaptive capabilities of people with disabilities. Inclusive support in vocational education is not just the integration of students with special educational needs into the educational process, but the creation of special conditions for the psychological comfort and success of such students. Mandatory conditions for support are taking into account the individual characteristics and educational needs of students with disabilities, as well as prevention and prevention of possible problems that arise both in the process of interaction with society and in the educational process. Comprehensive study support for students with disabilities is one of the important requirements for the organization of the educational process for the disabled and people with disabilities. Comprehensive support includes: tutor support; pedagogical support; psychological and pedagogical support. The experience of inclusive support in vocational education shows that psychological and pedagogical support is included in various aspects of the educational process - in extracurricular, educational activities and, in particular, psychological and pedagogical support for participation in professional skills competitions, where students with disabilities show their skills in the professions they are learning. Conducting professional skill contests for students with disabilities gives students the opportunity to evaluate their capabilities and abilities, demonstrate their professional knowledge and skills, increase professional motivation, students increase self-esteem, actively form professional interest in their chosen business, increase the level of socialization, which, in turn, allows them to adapt more effectively to independent life to occupy a niche in the labor market. The main problems of support, according to teachers, are the lack of experience in inclusive support and low motivation of students with disabilities to participate in the Abilimpics competition. Among the psychological barriers of the contestants, the fear of failure, self-doubt and fear of public speaking are dominant.

The article examines the problem of the teacher’s professional growth due to continuous selfeducation and personal development in the conditions of martial law. The aim of the article is to outline the pathways of self-educational activities for teachers and the approaches to enhancing the professional level of educators, implemented at Alfred Nobel University under martial law conditions. In the course of the research, methods of analogy, retrospective and semantic analysis, SWOT analysis, generalization, and specification of scientific principles and the regulatory framework related to teacher self-education were employed. A SWOT analysis of interpretations of the concept of “self-education” was conducted, and it was found that self-education is a necessary component of professional activity which is determined by social order and is a factor in the personal and professional growth of a specialist. Emphasis is placed on self-education of the teacher as the leading form of improvement of pedagogical skill and professional competence, which consists in assimilation, renewal, dissemination and deepening of knowledge, generalization of experience through purposeful, systematic self-education activities aimed at self-development and self-improvement of the individual, satisfaction of personal interests and objective needs of the educational institution. It was found that the conditions of the martial law in Ukraine and changes in educational orientations made corrections both in the content of teachers’ self-education and in the forms and types of their self-education activities. Some approaches to raising the professional level of a teacher, which were implemented at Alfred Nobel University under martial law conditions, namely acquiring competencies to preserve and restore mental health, providing psychological support to participants in the educational process, improving information competence, implementing effective ways to improve the quality of education in online learning, and mastering new learning/teaching methods, are considered. The content of the developed and implemented comprehensive program of care for human mental health, including a marathon of online meetings with domestic specialists and lecturers from European countries, aimed at mastering the competencies to ensure one’s own psychological health and improve the psycho-emotional state of higher education students in wartime conditions, is disclosed. The expediency of particular directions of development has been substantiated including teachers’ mastering various software, the ability to work on various educational platforms, and the use of interactive applications; cooperation and interaction with domestic and foreign higher education institutions in order to gain experience for the further implementation of the best European practices in the educational process; internships, participation in international projects, thanks to which teachers found and implemented effective ways to improve the quality of education in online learning, and mastered new methods of learning/ teaching. The feasibility of implementing special measures to support the self-educational activities of teachers under martial law conditions has been confirmed, with a focus on the targeted development of key professional competencies related to continuous professional self-development. The conclusions emphasise the need for purposeful self-education of the teacher, thanks to which a new invaluable experience of providing quality education in wartime conditions is formed.

Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them. Objectives. Theoretical substantiation, empirical verification and technological actualization of psychological resources for determining the personal and professional development of a teacher. Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 118), school teachers (n = 34). Methods. The study consisted of four stages. A special methodological program has been developed for each stage. Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers: reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prognostic constructs — meta-resources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (personal, interpersonal), technological, organizational, and strategic levels of psychological training for teachers. Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities.

This article deals with the peculiarities of the teacher’s interaction with the Russian and Chinese student audiences in the process of teaching in the higher education system of the Russian Federation. Russian and Chinese students’ audience features were analyzed in terms of using these features in the professional activity of a teacher teaching Russian and Chinese students both individually and as part of mixed groups. The author highlights the following as the main features of Chinese students: collectivism, respect for elders, fear of “losing one’s face”, good memory, tendency to memorize the material, orientation to the fact that the teacher is always right, compliance with the principles of subordination, diff erent from Russian practice, ambiguous attitude to non-traditional forms of classroom instruction, positive attitude to the use of electronic learning tools. Russian and Chinese students are also given a comparative description from the point of view of the peculiarities of the mentality of the representatives of Chinese and Russian linguoculture. It is concluded that a university teacher who takes into account the peculiarities of the Chinese audience will be able to structure the educational process in such a way that all the peculiarities of the mentality of Chinese students will be taken into account. The author also concludes that the due regard of the Russian and Chinese students’ national characteristics will make it possible to teach eff ectively in mixed student groups. The fi nal paragraphs present possible prospects for further research into the peculiarities of teacher interaction with Russian and Chinese student audiences at the current stage of the development of the higher education system of the Russian Federation.

The article examines the visual embodiment of the theme of Christ's teaching in the European visual tradition. The author shows that the pedagogical metaphors of the Teacher and the Educator, vivid in the New Testament texts and the works of the first Christian writers, were reflected in the fine arts through certain iconographic formulas. An assumption is made about the possibility of a pedagogical interpretation of the symbolic image of the Good Shepherd (basing on Clement of Alexandria). Variations in the image of the Teacher in the works of the 4-5th centuries are also analyzed: these are compositions with Christ the Wonderworker and Christ the Philosopher, which had different iconographic prototypes. Regardless of the characteristics of the portrait interpretation of Christ, special attributes (rhetorical gesture, pallium, scroll or open codex) allow to identify Him as a Teacher. The view on Christ as the Teacher and righteousness and divine wisdom, incomparable with earthly knowledge, is a specific of the patristic tradition. The development of Christian art under the influence of liturgical theological the formation caused appearance of new subjects and interpretations in medieval art. Plots previously associated with the theme of Christ’s teaching receive a different view within the framework of typological exegesis. The author shows that the main “pedagogical” plot, which received consistent development in the art of the Middle Ages, is the image of the young Christ in the Jerusalem temple (Luke 2:41-51). The plot was popular due to the veneration of the image of the baby Jesus, general interest in His childhood, and also in connection with the cults of the Mother of God. In the iconography of the 15-17th centuries the polemical component of the plot is often emphasized, with the scene being interpreted as a variant of a dispute. In apocryphal texts dedicated to the childhood of Jesus, there are episodes of interaction between the Divine Youth and school teachers, who generally showed pedagogical carelessness towards the child and recognized His “disability to learn.” In illustrations of the plot children sympathize and support their “classmate” and even glorify Him as God. Finally, in the late Middle Ages, the story of the giving of the Lord's Prayer was spread, with the direct interaction of the Teacher and Preacher with their listeners articulated.

The relevance of the research is due to the need to implement the principle of cooperation and interaction of the subjects of the educational process, and to use the creative approach in the situation of modernizing higher education. The purpose of the research is to identify indicators, criteria, and development factors of university teachers’ pedagogical conservatism. The study hypothesizes that the state of pedagogical conservatism among teachers of higher educational institutions: 1) may be correlated with the level of integral satisfaction with professional activity; 2) indicates the presence of factors contributing to its development. The study participants: the teaching staff of 9 Russian universities (N = 1754, aged from 25 to 65, including 25% of men, 75% of women). The research methods (tools): methodology "Assessment of pedagogical conservatism of teachers of a higher educational institution" (I. B. Avakyan) was used in order to study indicators and criteria of pedagogical conservatism, as well as to identify its development factors, integral job satisfaction test (by A. V. Batarshev) was used to assess the integral indicators of satisfaction of university teachers with their pedagogical activity. Results. The study has revealed the development factors of university teachers’ pedagogical conservatism. These factors comprise psychological unpreparedness for innovative activity, including a set of variables that are presented in the study, and emotional burnout. A positive correlation has been found between a group of indicators of pedagogical conservatism and components of integral satisfaction with pedagogical work (habitual ways of performing the activity and general satisfaction with work). The study has also revealed the inverse (negative) correlation between the other group of pedagogical conservatism indicators and satisfaction with pedagogical activity (low motivation for success and overall job satisfaction). The main conclusions. On the one hand, indicators of pedagogical conservatism contribute to the increase in the level of satisfaction with pedagogical activity, which ensures the preservation of pedagogical experience in conditions of internal psychological balance. On the other hand, they contribute to dissatisfaction with their own activities and to the state of professional stagnation. The obtained results can be used as the basis for systematic psychological and pedagogical support of the university teachers’ professional activities in accordance with educational stan dards.

Introduction: the problem of identifying aggressiveness and criminal inclinations remains relevant in modern penitentiary science. Many psychologists have been using psychological diagnostic methods for many years, however, the number of works in the field of criminal personality psychology is insufficient. The author presents her own experience of studying personal characteristics of convicts in the process of determining the degree of aggressive manifestations and antisocial orientation. Purpose: description of a number of psychodiagnostic techniques that allow identifying personality traits in various groups of offenders, determination of psychodiagnostic criteria to distinguish the contingent of criminally inclined offenders from non-aggressive and non-antisocial ones. Results and discussion: humanization of the penitentiary system requires application of pedagogical measures in relation to the supervisory staff of the Federal Penitentiary Service. Based on the studied reference groups, the author has developed a set of computerized techniques to determine the severity of individual aggressiveness and the ability of its self-control in office situations. Conclusion: relying on many-year experience, the author proposes psychodiagnostic criteria that will help psychologists and educators to implement a differentiated approach to those serving sentences, thus improving the correctional function of the penitentiary system.

Introduction. At present, with the priority of education in the country’s public policy, it is important to analyze existing approaches to the categories of methods and forms of education. Theoretical analysis allows us to see contradictions in the interpretation of these concepts. Comparative analysis makes it possible to identify significant guidelines for the teacher in choosing methods and forms of education in working with children, and to highlight the most significant positions. Consideration of the problem made it possible to identify various approaches to the definition of forms and methods of education, and the basis for their classification. Conclusion. The grounds for choosing methods and forms of upbringing are highlighted: the activity of the child himself, the manifestation of his subjective qualities in activities, communication in the definition and manifestation of an independent position; the interaction of a teacher with children should be of a value-semantic nature; communication with pupils and forms of interaction with them should stimulate the processes of self-education and self-development, self-awareness and self-attitude, self-realization and self-regulation; the use of methods and forms of education is important for collective formation, the formation of ties and relationships between pupils, the teacher and children, the manifestation of the common goal of joint life.

Данное исследование посвящено анализу педагогического термина и феномена «методическое кредо». Выявлены существующие виды кредо по отношению к деятельности учителя. Сгруппированы синонимы к терминам «метод» и «кредо», «педагогическое кредо» и «методическое кредо». Названы слова, наиболее близкие по значению к словосочетанию «методическое кредо». Представлены авторские предположения относительно причин вероятного роста интереса к методическому кредо в современной отечественной педагогической науке.

The subject of the undertaken analyses was the strategies used by teachers as part of bringing them closer to pedagogical expertise. The research aims to show the ways of defining profession-alisation by the respondents. As a result, we were looking for the answers to how teachers perceive professionalism and what actions they take to achieve pedagogical expertise. The empirical material comprises 19 interviews with teachers implementing the International Baccalaureate Programme. The theoretical framework for us was symbolic interactionism. We used the procedures of grounded theory methodology. As a result, we reconstructed the strategies they use to approach pedagogical expertise. We managed to characterise the three main dimensions of striving for professionalism by international schoolteachers, i.e., achieving professionalism through relationships, staying up to date, and achieving formal gratifications.

Purpose. The purpose of this article is to analyze innovative technologies used in foreign language classes and identify their advantages over traditional forms of education, as well as systematize their key features: practice-oriented nature, focus on joint activities of the teacher and the student, activation of the search, creative and research position of students. In the modern world, the ability to operate with lexical units and knowledge of grammatical rules are the basis for foreign language communication. Effective mastering of these skills is possible only through the use of innovative technologies in the classroom, which make it possible to enrich the content of learning, make it logical and interactive, as well as stimulate students’ interest in learning a language. Methodology. In the course of the research, such methods as analysis and generalization of scientific sources, verbal and communicative methods, pedagogical observation, study of program documentation and experiment were used. Results. The introduction of innovative technologies into the educational process contributes to the activation of students’ cognitive interest, the formation of foreign-language professional communicative competence at the university, as well as provides access to various information resources and various educational events. Practical implications. The results of the study can be applied to foreign language classes in many higher educational institutions to develop the intellectual and creative abilities of students, to increase the level of proficiency in a foreign language and stimulate interest in its further study.

The article is devoted to the study of the current state and results of professional and methodological training of the pre-service French teachers. The pre-service French teachers get a higher education according to the educational program “Foreign languages and literatures, methods of teaching foreign languages and foreign literature (French and a second Western European language)” in the specialty 014 Secondary education, specialization 014.023 French language and literature for the first (bachelor) level of higher education. To achieve the goal of the research, qualitative and quantitative methods were used. The qualitative methods included an anonymous survey of students in order to find out their attitude to the organization of the educational process, to demonstrate how the students evaluate the acquired methodical knowledge and skills in the process of French teacher’s professional and methodical activity in general secondary education institutions, to show students’ attitude towards the organization of pedagogical practice in the French language in institutions of general secondary education, as well as the assessment by students of the level of acquired methodical skills for carrying out the professional and methodical activity of a French teacher and the assessment by the teacher according to established criteria. Cronbach’s alpha coefficient of reliability was used as a quantitative method to process the obtained results in order to determine the results of professional and methodological training and the professional and methodical competence formation of the pre-service French teachers. In the research, it was found that the professional and methodological training of the pre-service teachers of French as a foreign language lasts for four semesters. The professional and methodological training is carried out within the mandatory (curricular discipline “Methodology of teaching French in institutions of general secondary education” and practical training, which is implemented in two types of pedagogical practice) and optional disciplines. In order to expand the content of targeted training (in the period of 2021-2022 academic year), the preservice French teachers chose the following optional disciplines: “Testing in French language learning” and “Methodology for the formation of French-speaking linguistic and sociocultural competence”). Within the academic disciplines, the pre-service French teachers mastered methodical knowledge and skills of planning lessons by developing plans of the lessons’ parts and the whole French language lessons. They used various teaching aids, independently developed non-standardized tests for the formative assessment of the foreign language competence, and integrated linguistic and sociocultural competences. The preservice French teachers apply their knowledge and skills in the proposed conditions – training (during the educational pedagogical practice “Educational Studies (methodical aspect)”) and real (during the production pedagogical practice in an institution of general secondary education). In the process of professional and methodical training, current and summative types of assessment are applied. The criteria for control were established by the teacher. The results of the professional and methodological training of the pre-service French teachers during the educational process as well as the results of the exam and the results of their performance of tasks of various types of pedagogical practice were analyzed. The results were higher than 0.7 according to Cronbach’s alpha coefficient of reliability. This proves the sufficient level of formation of the professional and methodological competence of the pre-service French teachers under the specified educational program. On the basis of the conducted research, recommendations were formulated to increase the effectiveness of the professional and methodological training of the preservice French teachers: 1) widely use self-assessment and peer-assessment; 2) compare the students’ assessment with teachers; 3) analyze and interpret the obtained results; 4) systematically involve students in reflection, in particular methodical; 5) to involve the students in different types of pedagogical practice. It is promising to study the impact of the content and scope of professional and methodological training on the achievement of program learning outcomes within educational programs in the specialty 014 Secondary education for the training of the pre-service French teachers.

Objective: to determine the level of future teachers’ professional readiness for pedagogical activity using the statistical method of analysis based on the secondary data of a sociological research; to assess the factors affecting the above level.Methods: the study applied an index method of generalizing the data of sociological measurements to calculate the index of professional readiness for pedagogical activity (Iprpa). As part of the assessment, we used the data of the sociological survey conducted by VolNTs RAS in May-June 2023 among graduate students majoring in pedagogy at vocational schools and universities of Vologda oblast.Results: based on generalization of the study of professional readiness for pedagogical activity (futher – PRPA), a theoretical model of criterion-level assessment of this phenomenon was proposed. Within the model approbation, the readiness of future teachers for professional activity was assessed. Calculations showed that 24.6 % of the surveyed graduates had a high level, 44.6 % had an average level, and 30.8 % had a low level of PRPA. At the same time, university graduates had a lower level of readiness for school work than those who get a profession in colleges. The correlation analysis revealed that future teachers’ PRPA is strongly influenced by the presence of professional vocation as a sense of spiritual connection with the profession, and is influenced weakly by the purchasing power of their income. The spread of negative perceptions of the teaching profession among graduates usually reduces their readiness to work in the profession.Practical significance: the study proposes a step-by-step algorithm for assessing professional readiness for pedagogical activity using a sociological database. It is suggested that the process of the PRPA formation is influenced not only by the educational organization, but also by the future specialist personality. In particular, it concerns the inner desire to see oneself in pedagogical activity as an established professional, which is not always formed in the process of training at vocational schools and universities (especially if admission to the major was associated with “negative selection”). In this regard, we formulate proposals to overcome the effect of “negative selection” in the professional training of future teachers.Scientific novelty: the study clarifies the approach to the category of “professional readiness for pedagogical activity” and proposes a methodology for assessing the PRPA level, which includes a theoretical model of criterion-level assessment of this phenomenon, as well as an algorithm for calculating the final index of PRPA.

This article discusses the teaching methods that shaped the Russian school in the 19th century. The image of an “ideal teacher” is analyzed based on the recollections of historians of that period. The dynamics of its features is explored on a historical time scale. The factors that forced its transformation and evolution are considered. The sources used include memoirs written between the 1860s and 1870s, as well as those published at the turn of the 19th–20th centuries. The first group of memoirs is characterized by the juxtaposition of the “old” and “new” history teachers who differed in their preferred “teaching methods”, moral beliefs, and attitudes to teaching. In the second group of memoirs, the trend to a negative view of the “old” teachers and the effectiveness of their methods is rejected, while the “young” teachers are criticized. The obtained results show that an “ideal history teacher” was endowed by the memoirists of the 1840s and 1850s with such new personal and professional qualities as: humanity, morality, “expertise” (a high level of scientific knowledge), as well as a sincere desire to awake students’ interest in what they are being taught and to help them become self-reliant in their reasoning.

This empirical study links emotional burnout with self-attitude. The contemporary pedagogical environment subjects school teachers to emotional burnout and professional deformation. On the one hand, the state and society have extremely high professional requirements for teachers, who strive to improve their psychological, pedagogical, didactic, methodological, and digital competencies. On the other hand, the social and financial insecurity forces school teachers to increase their workload at the expense of their physical and psycho-emotional recovery. The authors hypothesized that a particular self-attitude can trigger the burnout syndrome in teachers. They relied on the subject-activity approach to the emotional burnout syndrome to survey 237 secondary school teachers (169 women, 68 men; 32–40 y.o.). Their self-attitudes were identified by the personal differential method, W. Stephenson’s Self-Image Test, and V. V. Stolin and S. R. Panteleev’s Self-Attitude Test. The level of emotional burnout was measured using V. V. Boyko’s Diagnostics of Emotional Burnout. An expert assessment served as an additional method to identify the performance indicators. The empirical research revealed that the teachers with an adequately positive self-attitude demonstrated fewer symptoms of emotional burnout, which stayed at an initial stage. They managed to maintain high standards of working capacity and professional motivation, as well as effective vertical and horizontal social communication. The teachers with a less positive self-attitude experienced severe symptoms of burnout and professional deformation, which affected their professional activities. They were confrontational and complained about low motivation, poor performance, procrastination, etc. The data obtained may help to improve psychological support programs and psychological counseling in schools.

This article focuses on the phenomenon of teachers leaving (drop out) the profession. In the theoretical part, phenomenon of teachers leaving the profession, the phenomenon of leaving the profession is defined, the factors determining it in previous international research and the theoretical framework of the research project is defined. Based on the assumptions of the qualitative paradigm, the project focused on answering the research question: What are teachers’ experiences related to their decision to leave the profession? The analysis and interpretation of the research material made it possible to determine the teachers’ well-being in the workplace, opportunities for support in the workplace and the determinants of leaving the teaching profession. The final section identifies areas of necessary change to retain/attract the best teachers to work in the school.

The application of the literary text as a starting point in the integrative approach in teaching in the first cycle of primary education is considered in this paper. A survey was conducted on a sample of 225 primary school teachers in order to determine the following: (1) whether they use a literary text as a starting point in the integrative approach in teaching; (2) how they evaluate their methodological competence during institutionalized training for the application of the literary text as a starting point in the integrative approach; (3) did they undertake further professional trainings in terms of methodology in this area and, if so, in what ways did they do it; (4) how they assess their methodological competence for the application of the literary text in this function. The obtained results show that 38.2% of the primary school teachers regularly and 57.3% occasionally use a literary text as a starting point for the integrative approach and that they consider the preparation that requires greater engagement (68.0%) as the greatest difficulty in applying this approach. They also believe that during their university training they were partially qualified (50.2%) to apply the literary text as a starting point in the integrative approach, but that they had the opportunity (92.4%) to expand their methodological knowledge on this topic, most often through seminars (56.44%), and they estimate, in the largest percentage (53.8%), that they are competent enough to implement such an approach in practice. In the conclusions, the need for further research in this area is stressed and it is implied that methodological courses at teacher education and pedagogical faculties should be enriched with the content on integration.

The emergence of the COVID-19 pandemic in Poland was a catalyst for sudden educational changes related to the need to introduce distance learning. The aim of the article was to show which areas proved to be crucial for teacher and student functioning within online education. Dimensions relating to digital competence, interpersonal relationships and the positive and negative effects of distance education were discussed. The main difficulties faced by teachers and students were identified. Teachers’ demands for the organisation of distance learning in the future are presented. The research lead to the reflection that a positive aspect of remote education was the increase in digital competences of its participants. However, it was also observed that distance learning introduced a decrease in the quality of education, psychological, physical and social well-being.

The purpose of the article was to restore the memory of the famous Irkutsk architect, teacher and scientist. The year 2023 marks the 150th anniversary of the talented architect. Some facts of his biography and creative path became especially important milestones in the fate of this man. The study is based on archival materials of the Irkutsk Regional Organisation of the Union of Architects of Russia. The authenticity of the materials is confirmed by the fact that the documents in the archive appeared thanks to the relatives of N. I. Boikov. The work with archival documents prompted the author to study in more depth the materials on little-known projects of N. I. Boikov, to conduct their field research, interviews with the plant staff and local residents. Many biographical facts and highlights of N. I. Boikov’s creative life are published for the first time.

RELEVANCE The problem of sudden cardiac arrest and sudden death among the students of educational institutions is highly relevant for the Russian Federation. In order to plan interventions aimed at improving effectiveness of management and reducing mortality from cardiac arrest in educational institutions, a clear understanding of level of readiness and motivation of teachers to provide help to a cardiac arrest victim is necessary. AIM OF STUDY To evaluate willingness of teachers of general education institutions to provide cardiopulmonary resuscitation (CPR) in cases of cardiac arrest, and to investigate factors and relationships that determine readiness of teachers to give help. MATERIAL AND METHODS In February–March 2021, an online questionnaire survey of teaching staff of general education institutions was conducted in the Republic of Crimea. As part of the survey, respondents were asked to evaluate their willingness to attempt CPR on a loved one, a stranger or a pupil on a five-point Likert scale, and to indicate potential barriers for performing CPR. The survey was voluntary and anonymous. RESULTS The questionnaire was completed by 5,921 teachers. Of all respondents, 9.2% were males, 31.6% — aged over 50 years, 32.3% — work in urban areas. The proportion of teachers who expressed absolute willingness to perform CPR on a loved one, a stranger or a pupil was 63.6% (n=3,766), 34.8% (2,058) and 41.0% (2,427), respectively. At the same time, 13.6% (804), 31.0% (1,836) and 30.6% (1,809), respectively, indicated that they would probably not or definitely not attempt CPR. A high readiness to perform resuscitation (4–5 points) was confirmed to be associated with previous CPR training (p

In many regions, the system of education is experiencing a personnel shortage, both quantitatively and qualitatively. High requirements for teaching staff determine the necessity for thoughtful and scrupulous approach to the development of teachers’ potential. The research aims to define the concept of regional education system personnel potential and develop a system of indicators for its analysis, which is the first step to provide educational institutions with high-quality personnel. Based on the analysis of scientific and methodological sources on the content and structure of human potential, the authors propose definition of regional education system human potential, as well as quantitative and qualitative indicators of its characteristics. Quantitative indicators are analyzed using statistical data, qualitative ones are investigated mainly using sociological and socio-psychological methods..

The thinkers of the era of the Islamic Pedagogical Renaissance created many works in which the problems of preparing a teacher and mentor were revealed. According to the thinkers of the past, a teacher is an educated, cultured person, a wise mentor, a creator of the child’s personality. These ideas are still relevant today. A modern teacher and mentor needs to increase an active life position, improve personal and professional qualities, develop a creative component, and form a personal brand. In order to form these competencies, it is proposed to use an innovative pedagogical workshop that contributes to the development of the teacher’s and mentor’s creative potential through the use of managerial and educational resources that meets the modern challenges of the education system. The purpose of the article is a historical and pedagogical analysis of the views on the problem of a teacher and mentor of the era of the Islamic pedagogical Renaissance and their actualization for modern education. Materials and methods. The sources were the studies of Arab, Persian scientists, as well as the published works of domestic and foreign authors who considered certain problems of the pedagogy of medieval Islam and modernity. Methods of historical and pedagogical research: comparative - historical monographic, biographical, problem-chronological. In addition, such general scientific theoretical (analysis, synthesis, systematization, classification, generalization, comparison, inductive and deductive methods) and bibliographic methods (annotation, reviewing, citation, abstraction, etc.). Results. Тhe pedagogical ideas of the thinkers of the era of the Islamic pedagogical Renaissance and modernity are systematized; organizational and pedagogical opportunities for the development of a personal brand of a modern teacher through the use of innovative creative workshops, territory of the Technopark were identified; the criteria and indicators of the effectiveness of the pedagogical activity of a teacher-mentor in modern educational practice are determined. The research materials can be used in the practice of the school by teachers and class teachers, in the system of higher professional education by students, undergraduates, graduate students and teachers of humanitarian secular and Muslim universities and colleges, practitioners interested in the history of Islamic pedagogy and education.

In the educational process based on the principles of the traditional class-subject system, the essence of teaching is focused on teaching and the memorization and reproduction of the content by students, while teacher’s verbal activity, personality, and the unrivalled authority are in the center of this process. Contrary to this concept, in the process of teaching flexibly organized on the constructivist paradigm, the focus of educational activity shifts from the sphere of teaching (passive listening and memorizing content) to the field of active learning, experimenting, exploring, and discovering the cause and effect relations among the studied phenomena and objects. Knowledge is based on students’ individual perception, memory, thinking, imagination, discovery, and logical reasoning. This actually means that constructivist teaching is focused on the process of acquiring meaningful knowledge and skills, adopting positive attitudes, cultural values and competencies, with the maximum use and development of each individual’s cognitive, affective, psychomotor, and experiential potentials. Therefore, the aim of this paper is to put in focus the objective understanding and critical description of the traditional concept of teaching and learning by using the method of theoretical analysis. At the same time, the paper focuses on elaborating on cognitive starting points, possibilities, advantages, and limitations of a relatively modern concept based on constructivist, more precisely, critical constructivist didactic paradigm.

This work was born from the need to bring to the fore the urgent need to have at the department, for this purely vocational art, honest, talented, mature, creative, humorous teachers with a minimum of 5-10 years of career behind them, from which to share their experiences with the students. The obligation to have such teachers comes against the background of a superficiality that has been insinuated in almost all artistic fields. Today’s neo-modernists (the euphemistic form of neo-Marxists) are able to completely erase the history of an art in order to claim that they are the new founders and to show us the versatility and incoherence of the past. To erase the Greek theater, to forget the commedia dell’arte, to omit Shakespeare, to elude the amazing Russians, to forget the controversial creators of the absurd, to revoke Caragiale or to cancel the comic, and to say that a collection of definitions and information, strictly related to statistics, in a text cannot be called a play, that’s it the atricide.

The article addresses one of the urgent problems - transformation of higher education in the conditions of digitalization. The article discusses the main directions of digital transformation, which radically changes the economy, education and lifestyle in general. It’s been shown that digital technologies are necessary for the educational process but not sufficient for increasing the effectiveness of academic work. The demand for the ability to analyze systems, dissemination of ideas and methods of process management, the increase in the number of workplaces where skills are required to set tasks and formalize methods for solving them - all these factors makes it necessary to redefine traditional educational results during the digital transformation of education. Achieving this goal is especially important due to the spread of cloud computing, public high-speed Internet, with the widespread introduction of smart digital tools, the use of artificial intelligence methods and the widespread introduction of virtual reality technology. Introduction of digital technologies has been studied that provides an opportunity to improve education, allowing planning concrete steps to transform the work of universities, as well as to improve educational and educational work. In order to cope with the approaching challenges, the Russian education system should implement a digital transformation in the shortest possible time, move to a new model of organization of the educational process, using high-tech organizational, pedagogical and methodological solutions. It’s been proposed to develop and widely implement highly efficient and cost-effective digital technologies. At the same time, it is necessary to overcome technological digital gap existing in education. The novelty of the research approach consists in identifying the main directions of transformation of the educational process at a university in the conditions of digital economy. As a result of the analysis, the author has developed a conceptual vision of the essence, perspectives and possible consequences of the transformation of modern education, revealed the main directions for introducing digital technologies of the educational process based on the use of digital technologies.

The transfer of education into the sphere of rendering services expands the status of a university teacher with the relevant competencies of a manager of educational interaction. The recognition of emotional intelligence as one of the main components of the professional success of a modern specialist actualizes the need to develop the skills of understanding and managing emotions in a university teacher.The research problem is the awareness of the need for the development of emotional intelligence in a university teacher. The purpose of the research is to determine the significance for students of the presence of basic skills of emotional intelligence in a teacher.The research methods are questioning, analysis, synthesis, generalization.The results of the study are as follows: a questionnaire has been developed on the basic communication skills of emotional intelligence; students' survey has been conducted to identify their attitude to a teacher's emotional competence; the following skills have been prioritized: to address them by name; to be friendly when communicating; to give emotional color to the material presented; do not interrupt students in the process of communication; to be able to feel his emotional state and, on the basis of this, to build communication with him.Key conclusions: students are aware of the need for a teacher to carry out professional activities based on emotional intelligence; they expect a positive manifestation of his emotional competence associated with interpersonal interaction; remote learning mode actualize the competent manifestation of the emotional intelligence of the teacher, performing a compensatory function in remote interaction.

For the first time, the thinking potential is interpreted as an intellectual ability of the subject to use any impulse in a constructive way. The relevance of the research lies in the given answer to the question of how this ability contributes to the awareness and involvement of all possible external and internal resources to complete the task in the context of the subject’s socialization and professionalization. The purpose of the research is to study the features of the thinking potential of professionals of the socionomic type. The study hypothesizes that there are different peculiarities in the formation and manifestation of thinking potential of teachers and medical workers. The study was carried out on a sample of pedagogical (n = 110) and medical workers (n = 106) (Yaroslavl). The sample of teachers: the average work experience in the profession is 10.1 years, and the total work experience is 15.3 years. The sample of medical workers: the average work experience in the profession is 13.3 years, and the total work experience is 17.3 years. The authors used such a research method as diagnosing the potential of professional thinking (for the professions of a socionomic type) (by I. V. Serafimovich, E. A. Medvedeva, N. V. Surina) in order to fix the components of thinking potential. To diagnose personal characteristics, the following methodologies were used: Five Facet Mindfulness Questionnaire (by Ruth A. Bear, T.G. Smith, J. Hopkins, J. Krietemeyer, L. Toney) (adaptation by N. M. Yumartova, N. V. Grishina); the methodology for diagnosing subjective well-being of the individual (by R. M. Shamionov, T. V. Beskova); the methodology for diagnosing the level of emotional burnout (by V. V. Boyko). The study proves that all the components of the professional thinking potential and its general level are characterized by an average indicator of development. The results of the study show how teachers and doctors, having certain personal and cognitive characteristics, provide an effective solution to the urgent tasks in their professional activity through awareness, involvement and eff ective use of external and internal resources. According to the study results, definition of the thinking potential proposed by the authors can be equally applied to the thinking potential of both teachers and doctors.

The problem of schoolteachers’ emotional burnout and of the personal and professional deformation associated with it is relevant for the pedagogical community all over the world, and Russia is no exception. According to special studies, in 2020, 75 % of schoolteachers in Russia had clear symptoms of burnout, and 38 % were in its acute phase - when burnout significantly affects the quality of life and the ability to work. For any profession, but to a greater extent for the socially oriented (helping) one including schoolteachers, emotional burnout has negative consequences for the ‘burnt out’ specialist, for his colleagues and for his students. The article presents the results of the sociological study of the issues of improving the professional-pedagogical activities of teachers in the Republic of Bashkortostan, which was conducted in April-June 2022 as part of the data for the parliamentary hearings in the State Assembly - Kurultai of the Republic of Bashkortostan (N = 4529). Respondents proportionally represented four groups of schools: Ufa, other cities of the region, centers of municipalities, and villages. The article aims at assessing the scale and forms of emotional burnout among schoolteachers in the region and at identifying the factors-causes (personal and organizational-professional) of its symptoms, negative consequences of burnout in relation to working conditions, and measures to minimize and prevent such consequences. The problem of burnout is determined not so much by individual causes as by management practices inherent in the education system, wages, irregular and uncontrolled workload, and the features of the profession which implies the risk of burnout. The author believes that the scale of emotional burnout of schoolteachers requires a research approach based on the interdisciplinary methodology. Moreover, it is important not only to study the problem but also to propose reasonable measures to help schoolteachers to get out of the burnout condition, and, most importantly, to improve the organization of work in schools: analysis of business processes in school and their optimization, limiting the number of extracurricular activities, increasing the availability of medical and psychological assistance, diagnostics of burnout and providing assistance based on its results.

Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers. Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion. Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience. Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.

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Описываются особенности поведения осужденного, анализируется его личность и как длительная изоляция от общества влияет на нее. Отсутствие полноценного социального взаимодействия оказывает на психическое и когнитивное здоровье человека целый ряд негативных эффектов. Целью уголовно-исполнительного законодательства Российской Федерации является исправление и перевоспитание осужденных, а также предупреждение совершения новых преступлений. Чтобы в общество вернулся не преступник, а полноправный законопослушный гражданин, который принес бы пользу государству и обществу, необходимо приложить немало усилий сотрудникам исправительного учреждения. От уровня профессионализма и компетенции педагогов, а также духовного и нравственного состояния зависит конечный результат образовательно-воспитательной работы. Помимо высокого профессионализма, навыков и умений, педагог должен обладать определенными качествами и проявлять большое терпение и гибкость в работе с молодыми людьми в исправительной колонии. Для того чтобы проведенная воспитательная работа была результативной, необходимо применять различные педагогические технологии, современные нетрадиционные формы и методы работы. Особое внимание уделено тому, с какими трудностями сталкивается педагог, работая в неблагоприятном окружении, какие особенности впоследствии он приобретает, какие барьеры на своем пути встречает и какие условия необходимы для их успешного преодоления. Представлена специфика и общее состояние образовательного процесса в местах лишения свободы. Рассматривается совокупность проблем, решение которых возможно только при условии взаимной заинтересованности представителей отраслевой науки, педагогических коллективов училищ исправительных колоний и руководителей учреждений пенитенциарного типа.

Introduction. The article presents the analysis of the ways teachers cope with situations of conflict at secondary school and destructive behavior of learners. Highly functional coping teachers’ behavior is the main problem of the study. The purpose of the article is to present the results of a study of the relationship between various parameters of teachers’ aggressiveness and priority ways of responding to situations of conflicts between learners, as well as to test the assumption that there is a relationship between the chosen method of coping with adolescents’ aggressive behavior and teachersʼ idea about the permissibility of aggression. Materials and Methods. 5 086 teachers from seven regions of the Russian Federation (five federal districts) took part in this study. The study was implemented in the form of an anonymous online questionnaire. The following statistical analysis methods were used: Student and Mann-Whitney criteria, correlation analysis (Spearman coefficient). Data processing was carried out in R Studio (R version 4.0.0) and SPSS. Results. Respondents with a high level of physical aggression, anger and hostility (compared to respondents with a low level) are significantly less likely to choose an active form of reaction and significantly more often – passive and emotional forms. Teachers who actively react to the aggression of adolescents do not consider aggression an acceptable form of behavior. Teachers who prefer a passive and emotional way of responding to aggression are more likely to consider aggressive behavior at school acceptable. Discussion and Conclusion. The results conceptualize various aspects of the teacher's attitude to adolescent aggression and, in many respects, directly indicate the risks of “normalizationˮ of adolescent aggression as a form of behavior in the minds of teachers with high rates of various aspects of aggressiveness.

The article presents the results of research related to students’ self-efficacy in relation to their future work with a gifted student. In the theoretical part, important concepts were analyzed and different approaches to the problem of giftedness were presented. In the methodological part, reader was introduced to the research strategy. The method of the diagnostic survey was described, as well as the survey technique used. The empirical part is a quantitative and qualitative data analysis that allowed to find answers to the research questions. It turns out that students assessed their own self-efficacy on average level. They are unfamiliar with a constructivist approach to education that could facilitate and make work with a gifted student easier and more attractive. Some hope is given by the fact that the respondents indicated broadly understood lifelong learning as a way to solve problems in this area.

The relevance of the work is determined by the increased interest in the functioning of allusive proper names in the literary text. The scientific novelty lies in the consideration of the thematic group of allusive proper names with the general semantics of “teacher” in a linguocultural way. The purpose of the study is to study the features of the functioning of allusive proper names with the semantics of “teacher” in modern English. Materials and methods: descriptive method, definitional analysis, contextual analysis and semantization. Results of the study. Definitional, contextual analysis allows you to identify a set of semas with which it is possible to describe a thematic group with the general semantics “teacher”; and define figurative meanings. These allusive proper names have the status of monovalence, because the main property “kind of educational activity” is actualized. The AIS in question are becoming vivid expressions of both the world and national culture of Great Britain. In the process of semantic transformation, the studied units become closer to common names, while the volume of meaning expands, the name becomes generalizing, which contributes to a deeper reading of the text. Practical implications: theoretical and practical courses on intercultural communication, linguistic and country studies, stylistics, onomastics.

Introduction. The relevance of this topic is due to the ambiguity of the course of modern educational processes in the context of the transformation of socio-cultural realities. The school as an educational and social institution is looking for new mechanisms of education and upbringing in a dynamically developing information, social and cultural space. Materials and Methods. The sources for the study were both unpublished materials of the Central State Archive of the Republic of Mordovia and published documents, in particular, legislative acts of the Soviet government in the field of education. The theoretical strategy of the study was a sociocultural approach to the history of secondary school education, micro-educational phenomena were considered against the background of macro-educational processes. The school was studied as a social institution. The anthropological perspective of the study helped to reveal the features of behavioral strategies and relationships of specific people in the educational environment. The analysis was carried out within the framework of the “history of everyday life”, in the context of the “psychological reality of the past”. Results and Discussion. The study showed that the features of school life were determined by the socio-cultural and ethno-cultural realities of the era: the official ideology, the traditional system of values and relationships between people in a multi-ethnic environment. The school was one of the important social institutions which carried out the continuity of generations and manifested social solidarity. Conclusion. The Soviet school translated the norms and values of the socio-cultural system. It contributed to the socialization of children, preserved the traditions of the education based on values of labor, the family type of relationships between pupils and teachers, the continuity of generations and national traditions.

Introduction. The problem of teaching motivation is a key one in psychological and pedagogical science. Positive motivation determines the trajectory of a student’s development throughout the entire educational activity. If students lack cognitive interests, motives to learn, develop, and improve then in the future it is difficult for such young people to become competitive specialists. Theoretical analysis. A comparative analysis of this problem allowed us to formulate the following: today, the teacher faces an important task of forming a positive motivation in teaching modern students in the process of educational activity with the help of new interesting forms of communication. The author of the article offers an experimental experience of creating a new form of interaction between a student and a teacher. An enlightening project is proposed as one of the ways to form a positive motivation for educational activities at the conservatory. Such a practice of cooperation between a teacher and a student does not exclude classical classes as such, but offers another way of creative work. Conclusion. The novelty of this form of interaction is given by the innovative internal component and the methodological foundations on which each enlightening project devoted to a certain topic is based. In creating an enlightening project as a new form of work, the author used the basic principles: the principle of openness, variability, dialogicity, pedagogical support and support.

Introduction. Corruption in higher education continues to spread in modern society. Changing social relations in higher education can exacerbate corruption offenses in the educational environment. The purpose of the study is to analyze the anti-corruption mechanisms of university education management and make an empirical assessment of their effectiveness. Materials and Methods. With the help of comparative and theoretical analysis, a model of anti-corruption management of university education is constructed. The modeling method made it possible to interpret the term “anti-corruption management mechanism in higher education”. The empirical base of the study rides on the results of a survey of 345 graduates of Yekaterinburg universities to identify the causes of corruption, the corruption situation, ways to prevent it, and an empirical assessment of the effectiveness of the proposed anti-corruption mechanisms of university education management. Results. The classification of types and the content of anti-corruption mechanisms for managing university education is proposed on the basis of the policy pursued by the state. The developed model of anti-corruption management in university education includes four interrelated mechanisms: socio-psychological, legal, moral, and economic management ones. Discussion and Conclusion. The results obtained contribute to the anti-corruption activities of the state. The proposed model of anti-corruption management is universal. Social management mechanisms have the least impact on the effectiveness of anti-corruption management.

Introduction. The article analyzes the development of self-esteem of the pedagogical abilities of students – future primary school teachers. The relevance of the study is determined by the ambiguity of modern data on the nature of the influence of self-esteem on the professional training of teachers and the need to manage the development of the personality and activities of the future teacher in the context of the introduction of updated educational standards. The purpose of the article is to establish the psychological features of the development of self-esteem of the pedagogical abilities of students, as well as the nature of its connection with the motivation for learning and the reflection of educational and professional activities. Materials and Methods. The study sample consisted of 1st–4th year undergraduate students of the Pedagogical University studying in the field of “Primary Education” (n = 104). In order to study the psychological characteristics of self-esteem of pedagogical abilities, motivation for learning and reflection of activity, self-assessment scales and standardized questionnaires were used. Processing of the results was carried out by methods of primary descriptive statistics, methods of comparison and correlation analysis. Results. The dynamics of changes in the perceptions of students - future primary school teachers about the correspondence of their abilities to the teaching profession is analyzed. The role of self-esteem of abilities in the development of learning motivation at the university and reflection of educational and professional activities is shown. It has been established that a high self-esteem of pedagogical abilities has a negative impact on adaptation to study at a university and the adoption of new means and methods of educational and professional activities for a school graduate. The psychological mechanism for launching the development of a professional educational program is the realization of the discrepancy between the developed methods of educational activity and the requirements of the university. Discussion and Conclusion. The results of the study contribute to pedagogical psychology, the psychology of the teacher’s work and his professional training. The conclusions and generalizations presented in the article make it possible to improve not only the process of professional pedagogical education, but also the system of psychological and pedagogical support for the development of students – future primary school teachers.

The research analyses practically proved model of text centered model of pedagogic and phycological profile of the students based on maximal effect in using of static and dynamic features of created/creating texts. Traditionally in university education in Bulgaria is related active participation with written texts-group work, solitary work, assuming resume or syllabus, report or research on specific problem, developing of conspectus of lessons, analysis of viewed lessons, summary of texts used in different situations, etc. The article suggests a model of slightly different model of analyzing and using of texts, created by students in the context of realization of the educational model based on reflexibility. The research is based on 284 texts created from March 2017 to October 2018 by students first and second year of education in The University of the Town of Shumen Bishop Konstantin Preslavski - Primary school teaching with a foreign language, Preparatory class teaching and Preparatory and primary teaching. The texts of the students have been viewed in two contexts static as a whole verbal product and dynamic as realized actions of producing and analyzing of the texts. The analysis of students' texts is done due to division either as a monologue or soliloquy with specific content, structure, formal and functional specifics. The effect of research and evaluating the texts with pedagogical themes is proved in the context of ruling educational motives-activity, reflexibility, motivation,responsibility in self education. [ABSTRACT FROM AUTHOR]

This article is devoted to the analysis of some problems and features of the development of women’s education among the Tatars in the countryside. Women’s schools first appeared in cities. Then they began to open in the Tatar villages. The development of these schools was reflected in the contradictions between the supporters of the old-method teaching and the Jadids. Very often the people were on the side of the former. As a result, women’s schools were forced to close and teachers lost their jobs. In some villages, thanks to the activities of progressive people, schools developed and became famous in Russia. The authors give examples of such schools and teachers. The work uses the publications of the Tatar periodical press of the early 20th century.

The article presents an assessment of the level of social prestige of the academic profession in Russia and European countries. In literature a thesis about the crisis of academic profession in prevail. The empirical part of the study is based on the results of in-depth interviews with academic staff in Europe (45 informants, 2016–2019) and Russia (120 informants, 2019–2021). Informants from European universities note the high prestige of the profession, but aslo point out its decrease from the end of the 20th to the beginning of the 21st century. One of the reasons is the ignorance of society about the professional activities of scientific and pedagogical workers and their official duties, which are much broader than the transfer of knowledge to students. In addition, socio-economic factors, insufficient funding for higher education, multitasking and multidisciplinary functions of academic workers, consumer attitude of students to the educational process were named as reasons for the decline in prestige. In opposite to foreign colleagues, Russian informants has noted the increase in the prestige of the profession in recent years. At the same time, this trend does not apply to all scientific and pedagogical staff, but only to those who meet high qualification requirements. Informants from Russian universities note a positive and respectful perception of the academic profession, both by the general public and by the social environment.

The article considers the main psychological and pedagogical tools of the teacher in the field of fundamental training of applicants for higher medical education in the discipline “Medical and Biological Physics”. The role of the teacher of the cycle of fundamental training in medical education and the pedagogical tools he or she uses deserve special attention. The stimulating influence and effect on the internal (why the student should do it) and external (in what conditions the student will do it) motivation of the student by the teacher is very important. The contemporary teacher must also restructure his/her activities because of new challenges in the education system and deviate from traditional methods, pursue permanent selfimprovement, adapt to the way of thinking of students, understand and analyze it to be able to moderate the educational process, more widely use interactive methods and creative, individual approach focused on students, be practically oriented, innovative, etc. The modern medicine has made a great step forward thanks to the development of new technologies based on the achievements of information, mathematical and natural sciences. Therefore, it is important for the future physician to know the basic laws of nature, including physical laws, which are basic for the disciplines of the clinical cycle. The discipline «Medical and Biological Physics» was formed at the intersection of physics, biology, chemistry and medicine and is one of the most important in the preparation of future physicians. The historical progress of medical education in our country gives convincing information about the close relationship between natural sciences and clinical departments, which is a guarantee of quality in fundamental training of graduates. Today’s medicine widely uses the results of theoretical and experimental achievements in the field of physics, so the study of biological physics is important in the professional development and growth of the future competitive specialist, in the development of his/her personality. If the motivation to study other disciplines of natural sciences is sometimes present, so to speak, “by default”, and an additional stimulus for such studies is their inclusion into the structure of licensed exams, the discipline “Medical and Biological Physics” requires additional stimuli and pedagogical tools, namely: – clear, logical structuring of the lesson to systematize the material; – modeling of problem situations; – moderation of the educational process; – encouragement of independent and in-depth study of some issues, and others. Finding and using effective incentives to motivate students is the key to improving their academic performance, which in turn is reflected in the future in their professional competence development. The main role in this process undoubtedly belongs to the teacher and well-chosen pedagogical tools. The additional stimuli and pedagogical tools described in the article increase the motivation to study biological physics and understand its importance. Often the students’ argument against studying this discipline is the lack of time, and this is another problem of first year students which needs to be addressed – their irrationality in planning their time.

Motivation of students plays one of the most important roles in the effective study of a foreign language. If he is not motivated, the student is inattentive in class, does not do homework and may even distract others. Therefore, the key to successful learning a foreign language directly depends on the presence of certain motivation in students. In the proposed study, the authors aimed to analyze the main methods of creating, maintaining or strengthening the motivation of students while learning a foreign language. To achieve this goal, we used methods of generalization, systematization and selection of facts and materials obtained in the process of processing domestic and foreign bibliographic sources. Before presenting methodological developments, researchers turned to domestic and foreign authors who have dedicated their work to this issue. During the bibliographic analysis it was found that the chosen topic was thoroughly studied by such authors as: N. Arestova, A. Maslow and H. Heckhausen. All researchers agree that motivation is a set of motives that significantly affect any human activity in general and the study of a foreign language in particular. The authors offer the game as one of the most important methods to increase student motivation. We are currently considering a “station” game, which aims to create a product: an interview, a dialogue, a sketch or a role-playing game. Skills of teamwork, making extraordinary decisions are developed. The game “station” provides action-oriented, creative learning, which aims to reveal the personality. In the process of free labor, knowledge is formed that is of great importance for language practice. The form and method of execution the student chooses, which certainly increases the efficiency of the process. According to the authors, the game provides internal differentiation, as some stations offer materials for “weak” and “strong” students, which is extremely important because the group often includes applicants with different levels of foreign language proficiency. The game is based on the principles of the lesson, focused on creating a project, because the result of the task is not the only right solution, but alternatives. Thus, the game “station” provides action-oriented, creative learning, which aims to create a product such as a collage or poster. The main thing is that the student at each station finds a new learning approach and, performing tasks, improves their knowledge on this topic. It should be noted that such a result can be reached if the proposed tasks are of interest to the student, stimulate active work with materials and find a common solution to the problem. In addition, the method of using video stories in the classroom is considered as the main means of increasing student motivation. It is noted that the most important advantage of using video materials in education is the development of various types of mental activity, especially attention and memory. While watching videos in the audience there is an atmosphere of joint cognitive activity. These types of exercises provide an opportunity to increase motivation to learn foreign languages, significantly replenish the vocabulary of applicants and diversify classes. Watching videos is not only a source of information, but also contributes to the development of attention and memory of students, and has a positive effect on the strength of the assimilation of local lore and language material. In addition, such exercises pleasantly change the lesson, add to it elements of real life, even on the screen, but will teach you to work with videos, and not just look at the screen. It is concluded that video exercises are very diverse and serve not only to arouse cognitive interest in the subject, but also to improve the quality of knowledge acquisition and create a stable motivational base for learning a foreign language. During the study, the authors came to the following conclusions: a significant increase in student motivation to learn a foreign language is influenced by the use of unusual games, video and the use of modern applications aimed at successfully learning new vocabulary, such as Lexilize flashcards, 2 Books. All these methods together provide a high level of motivation for students in a foreign language class and contribute to its successful learning.

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