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One of the leading problems of teaching is maintaining the students' motivation for learning. In the current epidemiological situation, improvement of education quality using digital platforms and educational services by creating conditions for increasing the learning motivation of students is an essential and relevant task. Therefore, the aim of the research was to study the motivation of the educational activity of junior students during the COVID-19 lockdown period and the development of effective approaches to increase the learning motivation of students in the context of distance learning using the Microsoft Teams platform. Research methods: Theoretical analysis of psychological and pedagogical literature, generalization; experiment, questioning, testing and data processing methods. In total, 107 undergraduates took part in the study. The difficulties and benefits that students encountered during the lockdown, as well as the attitude of students to the distance learning format, were revealed. There were specified dominant motivators, intentions and motives that determine the educational activity of students. We have presented approaches to the content management of the educational process in a distance format, with various ways and techniques of increasing the educational motivation of students under the conditions of distance learning.

The relevance of the study is due to the need to identify the position of teachers in their professional activities, the manifestation of its reflective activity. A special attitude of the teacher to his own activity, when the very content of this activity is for the teacher as an object of analysis, reflection and evaluation, characterizes the reflective teacher. It is important that each teacher takes a similar position. In the modern conditions, the modernization of the national education takes on a special significance of the teacher's reflection. Without a reflective view of yourself, your activity and its effectiveness, it is not possible for the teacher to develop personally, to identify and comprehend the reasons for his successes and failures, and hence a successful solution. The purpose of this article is to investigate the difficulties in the reflective activity of teachers with different teaching experience. Research methods: In the process of research, an analysis of the scientific literature, included observation, ascertaining the pedagogical experiment, testing, expert survey, analysis of the results of the experimental work of the empirical study, as well as statistical processing of quantitative research results. Results of the study: Diagnosis of the difficulty level in reflexive activity was carried out with the help of the author's test questionnaire "My reflexive difficulties". The questionnaire includes 6 components of reflexive activity difficulties and reveals the difficulties of the theoretical-methodological, motivational, value-semantic, emotional, process-activity and research character. Relevance of the study: The study showed the need to identify reflexive difficulties and the formation of reflexive skills. Awareness of the need for reflexive activity in practical comprehension is developed by the installation for constant introspection, assessment and self-assessment, as well as analysis of the results obtained. Thus a reflexive teacher is formed. The materials of the article can be useful for teachers, teachers of higher educational institutions, researchers for teaching reflexive activity.

Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country's education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top-down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country's education system in extreme situations that might recur in the future.

Teacher education in Russia has become the subject of considerable reform over the past 50 years. It is today a complex system of continuous training which gives students a chance to enter the profession in a number of different ways, as well as maintain their professional skill set throughout the course of their careers. This paper offers a comprehensive overview of the history and the state of art initial teacher education in Russia during the last 50 years. It aims to draw on scholarly expertise in Russia and will locate the policies and practices that are discussed within the context of teacher education reform. The main themes of the paper are the history and current practice of Russian initial teacher education. The paper will consider the relationship between policy and practice and examine the respective influences of the former Union of Soviet Socialist Republics (USSR), and processes of wider reform in the Russian Federation since the 1990s. [ABSTRACT FROM AUTHOR]

The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well as gaming technology aimed on creating a position of non-violence of primary school children. 54 schoolchildren, Kazan, Russian Federation took part in the empirical research. The complex of diagnostic instruments to research parent-child relationship characteristics, non-violent interaction of children has been applied. To identify the correlation between the received data (types of interaction between children and data on the scale of the child-parent relations), we used the method of correlation analysis, based on the calculation of Spearman's Rank Correlation.

Actual continuity of the problems stated in this article caused by the fact that modern education is directed at the formation of a mobile person of the teacher, who is able to transform the educational reality and himself in accordance with the requirements of a developing society, and to provide not only high-quality mastering studying the necessary content, but also the development of their personal qualities. The purpose of the article is to develop content-technological aspects of professional mobility of teachers in supplemental education system. The leading methods of research were: interdisciplinary analysis and data synthesis of the philosophical, sociological, natural-scientific, psychological and educational literature; analysis of foreign and domestic psychological and pedagogical experience for the formation of a mobile person in the educational systems; conversation, written survey, interviewing teachers and heads of educational institutions, the method of expert evaluations and self-evaluations; a method of self-managed adults, summarizing these results and ascertaining the formative experiment. The article reveals the essential characteristics (integrity, complementarity, coherence) and structure (personal activity, willingness to perform social roles, adaptability and creativity), formed the conceptual and categorical apparatus of personal mobility, specifications for the detection of the level of its development are proposed, psychological nature of personal mobility the teacher as a value-semantic constructs are disclosed in content and technological aspects of mobility in the system of supplementary education. The results can be used for the organization and implementation of supplementary educational qualification of teacher's development programs.

The importance of the problem under discussion is preconditioned by the scientific inquiry of the best variants of foreign language inclusions translation which would suite original narration in the source text stylistically, emotionally and conceptually and also fully projects the author's communicative intention in every particular case. The article aims at bringing to light certain peculiarities of rendering foreign language inclusions in the Russian translations of the novels by Graham Greene depending on their historical and cultural context and the nature of foreign words used in them. The key research method employed is translation and linguistic analysis enabling to disclose the specifics of foreign language inclusions' functioning in a text and particular features of their rendering in the process of translation. The analysis showed the main way of rendering foreign language inclusions which was used while translating works by Graham Greene--full foreign language inclusions with their translations in the footnotes or in the text. A great number of foreign language inclusions are used in the Russian graphical form and according to the grammar rules of this language. The research results may be useful at the universities' curricula and in-service education of translators.

The aim of the research is the theoretical justification and experimental verification of content, complex forms and methods to ensure effective development of the high school students' family values formation. 93 lyceum students from Kazan took part in the experiment. To study students' family values we have applied method of studying personality values by Schwartz; to investigate the views of students in the system of interpersonal relations and the nature of communication in the family technique "Family sociogram" by Eidemiller was carried out. On the basis of the received results, recommendations of special psychological and pedagogical work organization to increase the level of the high school students' family values are given. Based on the results of ascertaining experiment there was developed a program containing the forms and methods of prevention and psycho-pedagogical correction of bullying among younger teenagers in school. Statistical analysis of empirical research was carried out by standard techniques of mathematical statistics (G-test marks and Student's t-test).

The article describes the relevant aspects of the adolescents' cultural practices in children's summer camp, taking into account their specific characteristics. The summer camp is considered as an educational formation and holistic socio-pedagogical body, designed to create conditions for the development of the person. The criteria for inclusion of adolescents in cultural practices in the children's camp to establish their socialization levels (social-passive, social-active, social- initiative) are described. The study reveals the education system in the framework of the model of adolescents' socialization in the children's summer camp Nasz Dom, including four blocks: the target, set-diagnostic, operational-activity, control and evaluation. The results of the experimental work show the effectiveness of the developed model of the adolescents' involvement in cultural practices and their socialization in children's summer camp.

The purpose of the study was the theoretical justification and experimental verification of content, complex forms and methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. 53 teenage students from Kazan took part in the experiment. A complex of diagnostic techniques for the detection of violence and bullying in the school environment was used: "Questionnaire for diagnosis of violence and bullying at school" by Su-Jeong Kim (V. R. Petrosyants's modification), The Buss-Durkee Hostility Inventory (BDI), Emotional Empathic Tendency Scale (EETS) by A. Mehrabian & N. Epstein. Based on the results of ascertaining experiment, a program containing the forms and methods of prevention and psycho-pedagogical correction of bullying among younger teenagers in school was developed. Statistical analysis of empirical research was carried out by standard techniques of mathematical statistics (t-Student's t test, Pearson's correlation coefficient).

The beginning of the 21st century is marked by systemic, economic and social transformations in Poland and Russia, that significantly affected the education system, including the education for persons with special needs. This paper is an attempt to present synthetically the changes relating to persons with disabilities. The current state of the education for children and youth with special needs will be considered due to the new education system, legal regulations, the school population, type of disability of pupils and the kinds of schools they attend. Compulsory education, which includes the level of primary and lower secondary schools, will be subject to a separate analysis. The article presents significant systemic changes in Polish and Russian education and the state development strategy in the sphere of social policy towards persons with disabilities. The new documents are analyzed that have led to important changes in policy direction with serious consequences in terms of the structure and curriculum of inclusive education in both countries. The paper introduces a review of the changes in policy direction with serious consequences in terms of the structure and curriculum of education for persons with special needs. A key objective of the paper will be to examine the new approaches to education of disabled persons in Russia and Poland and the subsequent changes in it.

The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of developing the foreign language communicative competence of academic science researchers and lecturers within the framework of international education and integration into the united European educational area. The research methods are studying and summarizing innovative pedagogical experience, reviewing the results of educational activities of academic science teachers in the sphere of improving the foreign language communicative competence which allow to reveal the status of this scientific problem in the pedagogical theory and practice. The article describes a project aimed at development of the foreign language communicative competence--a system of personal characteristics and skills--which creates perfect conditions to encourage educational and scientific activities of academic science teachers. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering their foreign language skills to develop their foreign language communicative competence.

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. In this article, we draw on a project on the reform of teacher education in Russia and through a comparison with the development of teacher education policy in England--especially over the last forty years--we explore how the evolution of a new politics in both contexts has affected policy on teaching and teacher education. Looking, for example, at "post-communism" and "neoliberalism" and their respective impacts on political systems, a number of contradictions and paradoxes are identified, when comparisons are drawn between the two systems.

This paper explores initial teacher education (ITE) in Russia, its organisation and content in the light of international literature. Changes in the political, socio-economic and cultural life of Russia in recent decades have defined a completely different model of teacher education. This model has evolved through key policy documents including the "Conception of pedagogical education development support" (2013; http://minobrnauki.rf/documents/3871); "The teacher professional standard" (2013; http://www.rosmintrud.ru/docs/mintrud/orders/129/), and, in 2014, the "Comprehensive programme to improve the professional skills of educational institutions teaching staff" (http://www.consultant.ru/document/cons_doc_LAW_166654/). These documents have led to important changes in teacher education policy with serious consequences in terms of structure and curriculum. A key objective of this paper, therefore, is to examine the structure and curriculum of ITE in Russia within competency-based approach. The article also explores how the research dimension is integrated in ITE programmes, as well as new concepts and approaches linking theory and practice. In outlining the new model, the approach to teacher education followed by Kazan Federal University is used an illustrative example.