Search

The subject of this article is the methodological features of the cultural studies’ approach as the foundation, the basis of modern teacher education. The article deals with various types of culture; the need for understanding at a new historical stage characterized by global environmental and social challenges, the role of the teacher as a carrier of Culture in the modern school, the application of various aspects of the cultural studies’ approach to building individual cultural trajectories of students in the process of modern teacher education is noted. Based on the consideration of the views of scientists from various scientific schools regarding possible solutions to the above very complex and urgent tasks, the significance of art and creative activity in the professional and pedagogical development of a modern teacher is revealed. The result of the theoretical and empirical study of this issue by the authors of the article was the development and implementation on the basis of pedagogical universities of the Russian Federation of a parametric model of professional and pedagogical training of future teachers for the organization of culturally appropriate pedagogical interaction with schoolchildren. The goals, objectives and fundamental principles of introducing this model into the educational process are briefly disclosed in this article.

The purpose of the article is to analyze the features of socio-culturпal design as a means of moral education of schoolchildren in the context of modern education. On the basis of an interdisciplinary analysis of scientific sources, the essence of socio-cultural design, its principles and role in the formation of the moral qualities of the younger generation are determined. The article presents the materials of a psychological and pedagogical experiment to determine the level of moral education of schoolchildren of different ages, as well as the pedagogical conditions identified and formulated by the authors in the form of conclusions. The proposed diagnostic tools made it possible to determine the effectiveness of the application in educational practice of the Program for the sociocultural design of schoolchildren developed by the authors of this article.

The article is devoted to the problem of studying the personal identity of Sami adolescents living in the Arctic territories of Russia. The study aims to study the characteristics of the personal identity of Sami boys and Sami girls in adolescence. The article presents the results of an empirical study carried out according to the methodology developed based on the test “Who am I?” developed by Kuhn and McPartland. The respondents were 39 Sami adolescents aged 12-13 years and 40 Sami adolescents aged 14-15 years. All respondents were from the indigenous Sami people. When studying personal identity, we analyzed the characteristics corresponding to each identity component: gender, social, ethnic, family, professional, individual, physical, active and undifferentiated. The study results made it possible to reveal the characteristics of the personal identity of Sami adolescents compared to the personal identity of their Russian peers. The data obtained expand modern psychological ideas about the patterns of personality development in adolescence, how the human psyche functions in a changing world, and clarify the meaningful characteristics of the psychological portrait of a modern adolescent.

This article analyzes approaches (philosophical, linguistic and historical) to the concept of “value” in the political discourse. When some critical events occur in the country or in the world, there is the transformation of axiological concepts. The article substantiates the point of view that the process of identification with a sociocultural community is clearly seen in modern political leaders. Based on philosophical and historical analysis, the authors disclose the transformation of the concept of “value”. In each language, one can trace the component of categorization and assessment of political reality. Modern problems of transforming society and ensuring its sustainable development lead to the evaluation of the value system. The application of various scientific methods (including theoretical analysis of the provisions of philosophical, historical, pedagogical, sociological, cultural science) made it possible to perform this study.

The paper presents the analysis of methodological approaches to the origin, formation and development of the ‘information and education space’ concept, and also notes the relevance of its application in contemporary society. The genesis of methodological approaches to the definition of an information and education space concept is based on a theoretical analysis and generalization of the philosophical, historical, pedagogical, sociological and cultural sciences, which made it possible to specify its essential content. It is indicated that the use of media resources, sites, instant messaging services acts as an organizational and pedagogical toolkit, which provides means for optimizing time management, managing on-line and off-line interactions as part of the learning process in present-day universities and colleges. The main purpose of this article is a brief analysis of a system-holistic, mental-emotional, personality-developing, socio-geographical, distance, and local-poster approaches to the essence of information and education space determination; and also the definition of this pedagogical phenomenon. The study has used various methods described in this paper: a hindsight analysis of domestic and foreign experience in the use of state-of-the-art IT solutions; theoretical methods; established pedagogical methods; empirical methods, an educational experiment; programmed learning techniques; interactive methods; forecasting methods; intuitive methods; methods of statistical data processing; methods for the study and generalization of contemporary pedagogical experience in the development of a personal information literacy in education. The result of the introduction of the methodological approaches described by the authors of this article to the organization of the educational information environment of the university was a positive dynamic in the development of information needs, reflection and self-assessment of educational and cognitive activities in the Internet environment, as well as assessing the ability of self-education and self-development among students of various profiles and areas of preparation.

Transition to a post-industrial society determines the development of an educational system through innovations. To address the related issues, we need a methodology lined up with the post-industrial society and capable of maintaining effective innovation management in education. Creation of much-in-demand, competitive, and economically attractive educational innovations is largely associated with combined efforts of several educational organizations. Once merged in a territorial educational cluster, they establish conditions for a complete innovation life cycle. A driving mechanism for innovations to move throughout the entire life cycle is logistics. So far, two scientific positions have been formed in relation to the use of logistics in education. The first position is represented by educational logistics aimed at sustainable functioning of the educational system infrastructure. The second one encompasses pedagogical logistics, which facilitates effectiveness and quality of the teaching and educational process. None of them aim at development of an educational organization or its pedagogical system being implemented. Boosting the situation already in place could be done through integration of the educational and pedagogical logistics’ achievements supplemented by the idea to develop an educational infrastructure with a pedagogical system already in place into pedagogical innovation logistics. This logistics serves as a methodological basis of pedagogical innovations management in education. The scope of such logistics is a territorial educational cluster; its subject is infrastructural, educational, integrative flows, a flow of obstacles, and a pedagogical innovation flow. As a matter of applicability, the efficiency of pedagogical innovation logistics has been tested with a regional educational holding being an example. Its performance has been analyzed by using six criteria that evaluate the changes in the pedagogical innovation flow: rate, capacity, reference quality assessment, density, content variability, and uniformity. The data obtained have provided the evidence of practical efficiency of pedagogical innovation logistics.

A retrospective analysis of psychological and pedagogical literature and practical experience in the field of education allows us to state the fact that music development, musical lessons and aesthetic activity have a great positive effect on the development of the personality of children with hearing impairments. At the same time, the insufficient development of the methodology and methods for the development of musical and creative abilities of visually impaired children in order to correct their physical and moral development gives the reason to consider this problem to be quite relevant and timely. Some aspects of solving this problem are disclosed in this article. The purpose of this article of ours is to disclose the essence and content of the concept of “musical and creative abilities”; analysis of the psychophysiological characteristics of visually impaired children in the context of the development of their musical and creative abilities; characteristics of the content and forms of musical education of visually impaired children in order to develop creative abilities and the results of the experimental work of the authors in this direction. Theoretical and empirical research methods were used to solve the stated tasks: analysis of the musical, pedagogical and psychological literature on the research problem; analysis of pupil performance; study, analysis and generalization of advanced pedagogical experience on the stated problem, pedagogical observation, questionnaire, survey, conversation. The article contains a description of the results of the implementation in the process of experimental work of the pedagogical conditions that we have identified that contribute to improving the development of creative abilities in visually impaired children. The data obtained allow us to conclude that, after conducting experimental work, the indicators improved according to all the criteria we identified for the successful development of creative abilities in visually impaired children.

The subject of consideration in this article is additional professional education as a pedagogical system, an integrated set of methods, for,ms and means of obtaining, expandi,ng and deepening the competencies, which have already been formed earli andas acquiring new ones. Nowadays, the development and further improvement of additional professional education have become actual in recent decades. In Russia, this is carried out in the context of a profound restructuring of society. Therefore it has its own characteristic features due to socio-economic transformations and corresponding changes in the labour market. It is stated that additional professional education of teachers acquires a special social status and is distinguished by its motives and values, goals and objectives, forms of organization and content, teaching technologies and methods of control and assessment. The goals and objectives of additional professional education of teachers have been represented, including the formation of their motivation for professional growth, advanced training, professional retraining, as well as the prevention of professional and the strain of personality, overcoming professional and personal crises. The result of studying this issue was the identification of modern trends and directions for the further development of the system of additional professional education for teachers.

The problem of a cultural approach realization to the specialist professional competences formation in the realities of the modern education is discussed in the article.The present realities which are characterized by the request of the society for a “new type specialist” give new requirements for education. Modern education can be supposed effective only when it, by forming the professional competences which are necessary for human life, will be comprehended from a cultural point of view as a person’s entry into culture. The article reveals the key competences which are necessary for any specialist in the present day realities, thanks to which his socialization and self-realization processes will proceed successfully. The historical background and universal conceptual ideas of the culturological approach realization to the specialist professional competences formation in the realities of the modern education without paying attention to the direction and profile of the specialist training are discovered in the article.The aim of the research is to characterize the essential ideas and opportunities for the cultural approach realization to the specialist professional competences formation in the realities of the modern education. Our research methodology was based on the application of the theoretical and practical methods complex, including such methods as the special cultural, philosophical, psychological, pedagogical and scientific-methodical literature extensive study on the stated problem, as well as educational and methodical documentation study of educational organizations based on analysis, synthesis, theoretical modeling; professional students development observation and analysis (with the help of questionnaires and tests made by the authors of this article). As the research result we made a conclusion that the specialist professional formation in the realities of the modern education goes simultaneously with the process of his humanitarian and personal development. Personal qualities (attitudes, motives, intelligence, emotional and volitional sphere of a person) determine the quality of his professional competences formation. The educational organization task is to create the favourable conditions for the student “entry” into the culture, it means to form a creative, culturologically filled educational environment for making an inimitable and unique professional and personal development of the modern specialist pathway in each case as the Culture Creator.

The purpose of this article is to analyze philosophical and historical approaches to the problem of the formation of the informational-educational space in connection with the emerging social need for a wider use of informatics tools for the formation, storage and use of various types of socially significant information. Based on historical analysis, the authors disclose the essential-meaningful characteristics of the concepts of “informatization” and “education” when interpreting the latter as a leading human-forming function; substantiate pedagogical conditions that can act as a qualitative characteristic of an integrated system that allows synthesizing the possibilities of traditional and modern-media approaches to the process of studying at a university, implementing their principles and resources. The study was based on methods of theoretical analysis of the provisions of philosophical, historical, pedagogical, sociological, cultural science, as well as a set of justified and reliable information in the research practice of methods: retro-specific analysis of domestic and foreign experience in the use of co-temporal information technologies; theoretical methods (comparison, analogy, analysis, synthesis, abstraction, concretization, classification).

The article defines the concept of “emotional generosity” and describes the features of its development in artistic-and-aesthetic behaviour of primary school children; it substantiates topicality, details the history, structure and basic principles of the poly-artistic approach based on the synthesis of the arts, which is used in teaching English as a foreign language to junior schoolchildren. This article reveals the methodological ground and components of a pedagogical model utilizing the poly-artistic approach as a mechanism of primary school children emotional generosity development in artistic-and-aesthetic behaviour. The article specifies the goals, objectives, methods of psychological and pedagogical analysis, the description of steps in evaluation of the model suggested. Particular emphasis is put on the fundamental bases of the simulation of the process under study.

The paper reveals methodological foundations and components of the pedagogical model of forming the primary school teacher's cultural and aesthetic competence as the basis of his professionalism. The relevance of the problem of creating favorable conditions for forming the cultural and aesthetic competence in primary school teachers in pedagogical higher education institutions that is determined by a number of controversies described by the author. The paper contains the goal, objectives and research methods, it characterizes the phases of approbation of the model created by the author. Special attention is paid to the basic grounds for modeling the process of forming the cultural and aesthetic competence of primary school teacher proceeding from the learner-centered approach – they are works of Russian and foreign scholars. The author of the paper suggested has analyzed the structural components of the model proposed and briefly described the results of the pedagogical experiment on approbation thereof.